Personal Narrative 1: Writing “Small Moments” Student...

Grade 1 Writing Personal Narrative 1 PN1-1 DRAFT – August 2009 PORTLAND PUBLIC SCHOOLS

Personal Narrative 1: Writing “Small Moments”

Student Goals for this Unit: 1. Students will write a focused personal narrative that moves through a logical sequence of events

(beginning, middle, and end). [ELA.1.WRT.2.2, ELA.1.WRT.3.1] 2. Students will incorporate characters, setting, events, and personal reaction (“inside

story”). [ELA.1.WRT.3.1] 3. Students will reread their own writing and begin to do simple revising to clarify

meaning. [ELA.1.WRT.1.3]

4. Students will reread their own writing and do simple editing [ELA.1.WRT.1.4] o conventions (spelling-phonetic and high frequency words, punctuation,

capitalization, grammar) [ELA.1.WRT.5.1 through ELA.1.WRT.5.7] o handwriting (appropriate letter formation, spacing, appropriate use of lowercase

letters) [ELA.1.WRT.5.8]

Description of Project: In first grade the personal narrative genre is referred to as “Small Moments” (from Small Moments: Personal Narrative Writing by Lucy Calkins and Abby Oxenhorn). The lessons in Personal Narrative 1 have been organized in two parts. Lessons 1-18 are an introduction to small moments and Lessons 19-34 focus on mechanics (conventions). The mechanics lessons can be retaught as needed throughout the year.

The suggested year-long plan recommends coming back to personal narrative in the spring. The Personal Narrative 2 unit focuses on teaching revision skills.

Students will revise, edit, and publish a Small Moment piece for each unit. At the end of each unit there is a celebration. You, the teacher, will determine the format of the final product as well as the celebration. Celebrations need not be elaborate, but are a very important part of the writing process.

The year-long goal for personal narrative writing is to include four main elements: characters, setting, events, and personal reactions. It is not necessary for a personal narrative to a have a problem/solution, but it does generally make for a stronger story. Frequently, a personal narrative relates to a sequence of events.

NOTE REGARDING WRITING PARTNERSHIPS: We recommend that you create writer partners for students and change them throughout the year. This is a very helpful management tool in addition to being valuable for the students.

Partnerships can be based on behavior in addition to academic levels. You may want to have students at similar writing levels for the first part (Lessons 1-18) and similar reading levels for the second part (Lessons 19-34). Students have assigned seats in the meeting area. It is helpful to have ELL students seated close to you to enable easier access to them for the “Active Engagement” component of the lessons.

ADDITIONAL NOTE: Reteach and adapt the lessons as needed to meet individual needs of your students. Students will not necessarily “master” the skills and strategies the first time around. Many concepts are revisited throughout the year.

WE HOPE YOU AND YOUR FIRST GRADERS ENJOY WRITING SMALL MOMENTS!


Personal Narrative 1 Table of Contents

Unit Introduction................................................................................................PN1-1

Table of Contents ................................................................................................PN1-2

Introduction to Small Moments (Lessons 1-18) ........................................PN1-4

1. Understanding a Small Moment................................................................PN1-5

2. Discovering One Small Moment.................................................................PN1-7

Small Moments Chart.................................................................................PN1-9

3. Adding Words to a Small Moment ...........................................................PN1-11

4. Brainstorming Ideas .................................................................................PN1-13

Small Moments Ideas List........................................................................PN1-15

5. Establishing Writing Partners .................................................................PN1-17

Partnership Name Tags............................................................................PN1-21

Partner Sharing Chart .............................................................................PN1-23

6. Oral Planning and Stretching Across Pages............................................PN1-25

7. Sketching Instead of Drawing..................................................................PN1-29

8. Small Moment Checklist ..........................................................................PN1-31

9. Planning Details .......................................................................................PN1-35

10. Writing Words in a Snap ..........................................................................PN1-39

11. Inside vs. Outside Story 1.........................................................................PN1-41

Small Moment Example ...........................................................................PN1-43

12. Inside vs. Outside Story 2.........................................................................PN1-45

“Inside Story” Chart..................................................................................PN1-49

13. Portable Word Wall...................................................................................PN1-51

14. Telling Your Story Across Your Fingers ..................................................PN1-53

15. Zooming In- Adding Details........................................................................PN1-5

Zooming In Clip Art ..................................................................................PN1-57

16. Story Endings............................................................................................PN1-59

17. Preparing for Publication .........................................................................PN1-63

Small Moments Checklist.........................................................................PN1-67

Teacher and Partner Writing Samples ....................................................PN1-69

18. Celebrating Small Moments.....................................................................PN1-71

Personal Narrative Mechanics Lessons (19-34) Introduction ...............PN-73

19. Introduction to Mechanics........................................................................PN1-75

Student Writing Samples .........................................................................PN1-77


Personal Narrative 1 Table of Contents (continued)

20. Introduction to Readable Writing ............................................................ PN1-79

“What makes writing easy to read?” Chart ............................................. PN1-83

21. Revisiting Complete Sentences................................................................ PN1-85

Complete Sentences Template ................................................................. PN1-89

Sentence Examples................................................................................... PN1-91

22. Reread and Touch Each Word.................................................................. PN1-93

23. Reread to Add Carets and Missing Words............................................... PN1-95

Sample Story............................................................................................. PN1-97

24. Using Known Words to Spell Other Words ............................................. PN1-99

25. Reread to Add More Letters ................................................................... PN1-101

Student Writing Samples....................................................................... PN1-103

26. Checking the Content of Small Moment Stories ................................... PN1-105

27. Why Do We Use Punctuation? ............................................................... PN1-107

Sample Text for Student Use ................................................................. PN1-111

28. Editing My Writing ................................................................................ PN1-113

Sample Text for Modeling ...................................................................... PN1-115

29. Capitalizing Proper Nouns: Names and Places..................................... PN1-117

Sample Text ............................................................................................ PN1-119

30. Using Periods.......................................................................................... PN1-121

Stop Sign Pattern ................................................................................... PN1-123

31. Question Marks ...................................................................................... PN1-125

32. Exclamation Points................................................................................. PN1-127

33. Using a Revising and Editing Checklist................................................ PN1-129

34. Celebrating as Authors........................................................................... PN1-131

Teacher Resources

Personal Narratives Poster ............................................................................ PN1-133

Small Moment Checklist Chart ..................................................................... PN1-135

Small Moments Endings Poster..................................................................... PN1-137

Punctuation Poster ......................................................................................... PN1-139

Capitalization Poster...................................................................................... PN1-141

Spelling Poster................................................................................................ PN1-143

Editing Checklist ............................................................................................ PN1-145

Editing and Revision Checklist ..................................................................... PN1-147

End of Unit Checklist: Personal Narrative 1 ................................................ PN1-149


PERSONAL NARRATIVE Introduction to Small Moments LESSONS 1-18

Note: Students should be in the habit of bringing their writing folders to the

carpet when it is time for the minilesson. As the year progresses, sometimes they will also need to bring a pencil or a special editing and revision pen. [TIP: Have students sit on their folders.]

Note: At the end of Part 1 of this unit (after Lesson 18), do not send all of the children’s writing home. They will need writing pieces at the beginning of the mechanics Sections (Lessons 19-34).

Note: You may want to start prepping portable word walls that match your class word wall for individual student use in preparation for PN1-13 (examples at the end of this unit and also in the Teacher Resource section. [TIP: Add students’ names to the word walls.]


Personal Narrative 1 (1) Understanding a Small Moment Minilesson Teaching Point: Understanding a Small Moment. [NOTE: RETEACH THIS LESSON AS NEEDED WITH DIFFERENT TEXTS OR STUDENTS EXAMPLES.]

Standards: ELA.1.WRT.3.1 Write narratives including a series of events in sequential order.

Materials: • Pre-made/pre-stapled booklets available for students (see paper choice options at

the end of this unit) • A Chair for My Mother by Vera B. Williams (previously read) or Buried Treasure by

Annie Gage (SF Read Aloud Anthology)

Connection: “Writers, we’ve been talking about stories from our own lives. We’ve been thinking about those stories, making pictures in our heads, and writing those stories on paper. Today we are going to start a new unit of study. We’re going to take a small moment from our lives and learn how to make it into a story.”

Teach (modeling): Teacher shows mentor text and says: “I read this story to you yesterday. Let’s look at the way Vera takes a small moment in her story and stretches it across a couple of pages. I want to talk to you about the part where the mother and her daughter are walking home and suddenly see their building on fire.” [TIP: Use a dull voice when explaining what Vera could have said.] “Vera could have written, ‘We saw the fire and everyone was safe. The end.’ Instead, Vera stretches out the moment by telling us the tiny little details. As I reread this part about the fire, make a movie in your mind of what’s happening to the characters.” Reread parts of text, emphasizing the small little details:

My mother and I were coming home from buying new shoes. I had new sandals. She had new pumps. We were walking to our house from the bus. We were looking at everyone’s tulips. She was saying she liked the red tulips and I was saying I liked yellow ones. Then we came to our block. Right outside our house stood two big fire engines. I could see lots of smoke. Tall orange flames came out of the roof.

“Can you picture it?!” All the neighbors stood in a bunch across the street. Mama grabbed my hand and we ran. My uncle Sandy saw us and ran to us. Mama yelled, ‘Where’s my grandma?’

“She really stretched out that moment, didn’t she?”


ELD: Point to the illustrations while leading visualization and point to nouns in the pictures (sandals, tulips etc.) as they are mentioned in the text.

Active Engagement (guided practice): “Writers, you made a movie in your mind about the tiny details that Vera B. Williams added. She wrote many tiny details to tell one part of her story. She stretched out the small moment and made it big by telling us details. Turn and talk about some of the tiny details she wrote.” After students turn and talk with a neighbor, do a quick pop-up share of the details she used in her writing – new pumps, red tulips, yellow ones, etc. ELD: Refer to the illustrations again to emphasize how this moment was stretched across pages.

Bridge to Independent Practice: “When you write today, think about taking a small moment and making it big by stretching it out across the pages in your booklets.” Show students a sample booklet if they have not already been using them.

Conferring: Help students plan out stories by having them touch each page in their booklets and tell what they’ll write.

Closure: Share 1-2 students’ preselected examples of small moments; OR one or two students share their small moments.

Reflection:

Resources & References: (adapted from, acknowledgments) Williams, Vera B., A Chair for My Mother Gage, Annie. Buried Treasure (SF Read Aloud Anthology) Crews, Donald, Shortcut (alternate text) Calkins, Lucy and Oxenhorn, Abby, Small Moments. pp. 1 -9.


Personal Narrative 1 ((2) Discovering One Small Moment Minilesson Teaching Point: Identifying Small Moments. [NOTE: Reteach this lesson as needed with alternative texts and writing examples.]

Standards: ELA.1.WRT.3.1 Write narrative including a series of events in sequential order. ELA.1.WRT.1.1 Use talk or other grade level prewriting strategies to select focus.

Materials: • Enlarged booklet to model stretching and sketching a Small Moment • Chart paper titled “Small Moments” to use for brainstorm and/or large copy of chart

provided following this lesson • Booklets or other paper choice available to students • A Chair for My Mother by Vera B. Williams (previously read) or Buried Treasure by

Annie Gage (SF Read Aloud Anthology)

Connection: “Yesterday we saw how Vera took one small moment about when her apartment was on fire and stretched it out across pages. She told about how the girl and her mom bought sandals and pumps, and how they noticed the tulips, then turned the corner and saw their apartment on fire. Today, writers, I want to show you how I take a small moment from my life and write about it. I’m showing you this because you all are going to be writing small moments from your lives.”

Teach (modeling): “As a writer I can think about all the things I did this morning. I got up, I took a shower, I brushed my teeth, combed my hair, got dressed, and then ate breakfast. But, writers, I’m going to focus on just one small moment. I’m going to zoom in on what happened when I ate breakfast.” Role-play story as you are telling and sketching it. “Okay, I’m making the movie in my mind of what happened first. I sat at the table with my bowl of Cheerios. I’m going to quickly sketch that on the page so I don’t forget.” (Sketch quickly.) “What happened next? I took one bite of my cereal.” (Quickly sketch on next page.) “After that I’m going to say, “Suddenly, I bumped the bowl and it landed in my lap!” Although you are not modeling writing words, tell students that your next step will be to write. ELD: Supported through the use of sketches and role-playing the story.


Active Engagement (guided practice): “Writers, turn and talk with your neighbor about what you noticed I did as a writer.” Listen in on student conversations and help guide their discussions. As a group, generate a short list of observations. “What did I do when I wrote my small moment? What did you see me do first, then next, then last?” Either create your own Small Moments chart from brainstorming results or use the chart provided after this lesson.

Small Moments Writers think about a small moment that happened to them. They make a movie in their mind. They make sketches of their small moment. They write words.

ELD: Add sketches to the Small Moment Chart after today’s lesson.

Bridge to Independent Practice: “Writers, think about the small moment you were writing yesterday, or think about a new small moment. Make a movie in your mind about what happened. Tell yourself what happened first. Tell yourself what happened next. Tell yourself what happened last. When you’re ready, go off and write.”

Conferring: Help students plan out stories by having them touch each page in their booklets and tell what they’ll write.

Closure: Share 1-2 students’ preselected examples of small moments and walk through the steps on the chart with the author; OR one or two students share their small moments. OR if students are wondering if their stories are small moments or not, share a student story and the class decides if it’s a small moment or not. MAKE SURE THIS IS A POSITIVE EXPERIENCE FOR THE CHILD. Possible questions: Is it true? Is it a small moment? Does it make sense?

Reflection:

Resources & References: (adapted from, acknowledgments) Calkins, Lucy and Oxenhorn, Abby, Small Moments. pp. 11 – 17.


Small Moments • Writers think about a small moment that happened to them. • They make a movie in their mind. • They make sketches of their small moment. • They write words.


This page left blank intentionally.


Personal Narrative 1 ((3) Adding Words to a Small Moment Minilesson Teaching Point: Adding text to sketches.

Standards: ELA.1.WRT.3.1 Write narratives including a series of events in sequential order. ELA.1.WRT.1.1 Use talk or other grade level prewriting strategies to select a focus. ELA.1.WRT.2.2 Develop an idea with an identifiable beginning, middle and end.

Materials: • “Small Moments” chart • Your own Small Moment story or use the example below. • Booklets or other paper choice

Connection: “Writers, yesterday I showed you how I zoomed in on a small moment that happened to me in the morning. Then I made a movie in my mind about that moment. After that, I showed you how I sketched out my small moment. [Refer to class-generated chart from yesterday.]

Teach (modeling): “Today I want to show you how I add words to my small moment story.” Retell the small moment story referring to the sketches. “Okay, I’m making the movie in my mind of what happened first. I sat at the table with my bowl of Cheerios.” “What happened next? ‘I took one bite of my cereal.’ “After that, ‘Suddenly, I bumped the bowl and it landed in my lap!’” After retelling the entire story, model going back to the beginning and writing words. [NOTE: This is NOT a lesson about stretching out and spelling words – write quickly.] “On the first page I’m going to write, ‘I sat at the table with my bowl of Cheerios.’” (Quickly write the words and move on.) “On the second page I’m going to write…” etc. ELD: Make a list of sequence vocabulary (First, next, then, last, etc.) with visuals (could be numbers) for students to use in their writing.

Active Engagement (guided practice): “Writers, think about the small moment you were working on yesterday or, if you are starting a new piece, think about a new small moment from your life. Maybe it was something that happened to you on the way to school, maybe it was something silly that happened at school.”


“Make a movie in your mind. Tell yourself what happened first. Tell yourself what happened next. Then tell yourself what happened last.” “Now turn and talk with your neighbor about your small moment. Tell your neighbor what happened first. Tell your neighbor what happened next. Then tell your neighbor what happened last.”

Bridge to Independent Practice: “Writers, thumbs up if you’re ready to start writing your small moment.”

Conferring: As students are writing, refer to the “Small Moments” chart to help them visualize and plan their small moments. Have students touch each page of their booklets and say the words they are planning to write.

Closure: Each student evaluates their own writing piece with the whole group. Students bring their folder with the small moment they are working on to the carpet. Refer to Small Moments chart again.


“Writers, ask yourself, ‘Did I think about a small moment that happened to me?’ Thumbs up if you did. Ask yourself, ‘Did I make a movie in my mind of that small moment?’ Thumbs up if you did. Ask yourself, ‘Did I make sketches of what happened first, next, and last? Thumbs up if you did. Now ask yourself, ‘Did I write words to go with my sketches?’ Thumbs up if you did. Nice work today!”

Reflection:

Resources & References: (adapted from, acknowledgments) Calkins, Lucy and Oxenhorn, Abby, Small Moments. pp. 29 -33.


Personal Narrative 1 ((4) Brainstorming Ideas

Minilesson Teaching Point: Brainstorming writing ideas.

Standards: ELA.1.WRT.3.1 Write narratives including a series of events in sequential order. ELA.1.WRT.1.1 Use talk or other grade level prewriting strategies to select focus.

Materials: • Teacher’s mental list of story ideas • 2 pieces of chart paper, both labeled “Small Moments Ideas,” one for teacher

modeling and one for a class-generated list • Chart markers • “Small Moment Ideas” list paper (sample follows this lesson) • Pre-made booklets as well as other paper choice available to students • Second Steps Emotion Cards (if available) or photographs of emotions

Connection: “Writers, we have been talking and writing about small moments from our lives. Sometimes writers get stuck and cannot think of a small moment to write about.”

Teach (modeling): “When writers get stuck they stop and brainstorm with a friend or by themselves. To brainstorm is to think of ideas and make a list of those ideas.” “Writers, I am going to show you how I brainstorm ideas. I close my eyes and think about an idea. It can be a time that was happy or funny or scary. For example, the time I locked my keys in the car. When I tripped and fell and skinned my knee. When my hamster got out of his cage. When I dropped my lunch tray. When I was late for school. When I lost my coat.” Model thinking out loud and write the list on the “Small Moment Ideas” list. ELD: Use sketches on the list of Small Moment Ideas OR use picture cards to make an illustrated list of feeling words. [TIP: Sketch pictures BEFORE the lesson and attach them to the list as you write.]

Active Engagement (guided practice): “Writers, close your eyes and think about your own life. Think about a small moment that you would like to write about. It might be something that happened just this week or even this morning. Tell yourself one small moment that happened to you. Make a movie in your mind of what happened first, next, after that, and finally. Turn and talk with your neighbor about your small moment.” Have a few students share their small moment ideas with the whole class. Write these ideas on the second chart labeled “Small Moment Ideas.” ELL/SpED adaptation: use visual aids with pictures that show different emotions/feelings (i.e., happy, silly, scared, angry, etc.) Second Steps Cards.


Bridge to Independent Practice: “Writers, you may use one of these ideas from our class list to write your own small moment, or you may think of another small moment to write about.”

Conferring: Check in with students to ensure they have a small moment to write about. Accelerated learners can be provided with paper to make a list of their small moment ideas. Continue helping students plan stories across each page and plan what they’ll write. For beginners, help them plan out their sketches or help them stretch out words as they write.

Closure: Each student evaluates their own writing piece with the whole group. Students bring the small moment they are working on to the carpet. Teacher refers to Small Moments chart again.


“Writers, ask yourselves, ‘Did I think about a small moment that happened to me?’ Thumbs up if you did. Ask yourself, ‘Did I make a movie in my mind of that small moment?’ Thumbs up if you did. Ask yourself, ‘Did I make sketches of what happened first, next, and last? Thumbs up if you did. Now ask yourself, ‘Did I write words to go with my sketches?’ Thumbs up if you did.”; OR if 1-2 students made a list of their small moment ideas, they could share it with the whole group.

Reflection:

Resources & References: (adapted from, acknowledgments) “Grade 2 Writing: Units of Study,” Portland Public Schools, 2008. Second Steps Emotion Picture Cards. Calkins, Lucy and Oxenhorn, Abby, Small Moments: Personal Narrative Writing.


Name: _________________________ Date: ______________

Small Moment Ideas 1.

2.

3.

4.

5.

6.

7.

8.

9.

10.


Personal Narrative 1 ((5) Establishing Writing Partners

Minilesson Teaching Point: Establishing writing partners.

Standards: ELA.1.WRT.3.1 Write narratives including a series of events in sequential order. ELA.1.WRT.1.1 Use talk or other grade level prewriting strategies to select a focus.

Materials: • Teacher-created small moment to use as a model for partner sharing • Pre-plan with a student (or with a class volunteer) to be your ‘writing partner’

during the “Teach (modeling)” part of the lesson • Student partner or adult partner with a prepared small moment to share with class • Preplanned list of partners (grouped by ability, language/communication skills

and/or behavior) • Partnership Name Tags, arranged on the carpet as a seating chart (one person is

partner 1 and one person is partner 2) • “Partner Sharing” chart (see resources at end of unit) • Students bring writing folder or journals to the carpet

Connection:

“Writers, as you come to the carpet today find the paper with your name on it and sit down at that spot. We know that writers use tools like: paper, pencils, journals and folders. But there is one more really important tool that writers need. They need a special writing partner to plan and share their writing with.”

“I will be telling you who your writing partner is and every day from now on during writing workshop you will sit here next to your writing partner.”

Teach (modeling): “Today we are going to talk about what partner sharing looks like and sounds like.” Teacher shares the specific partner sharing poster she/he prepared.

Partner Sharing Looks Like: • Partners sit knee to knee while their partner

reads their own writing. • Partners decide who will share first. • Partners listen closely.


Model each part with a student (or classroom volunteer) as your partner. Sit knee to knee with your ‘partner’ and then ask, “Would you like to share first?” Then, the student/volunteer shares his/her story while you listen closely. “We have learned what partner sharing will look like. These are questions and comments you will use throughout the year when you are partner sharing. Now we will learn what to say to each other.” Review the second half of the chart with students.

Sounds Like: • I like the part where _________________. • Are you done? • Will you add to your story today?

Model the second part with the student or volunteer based on the story read to you. If you have time, you can read your story and the student/volunteer practices listening closely and then asking questions. Keep the questioning simple to begin the year. As the year progresses add other prompts and questions for writing partners to use.

What does ____________mean? Can you explain more about _______________? I wonder about ___________. Who, What, Where, When, Why Questions

ELD: Use sketches or visuals on chart to illustrate meaning.

Active Engagement (guided practice): “Partners, turn to each other and sit knee to knee. Partner 1, read your story to Partner 2. Partner 2, sit quietly and listen closely. Partner 2, tell your partner something you liked about their small moment story. Then ask your partner if they are finished or will add on to their story.” “Now, Partner 2, read your story to Partner 1. Partner 1, sit quietly and listen closely. Partner 1, tell your partner something you liked about their small moment story. Then, ask your partner if they are finished or if they will add on to their story.”

Bridge to Independent Practice: “Writers from now on you are going to be sharing and planning your writing with a partner. Sometimes, Partner 1 will share first, like today, and other times, Partner 2 will share first. Now, we are going to work on our writing alone and then we will regroup with our partner at the end of the writing time. We will all bring our writing folders to the carpet to practice sharing with our partners.”


Conferring: Practice the procedure with small group/pairs that are having difficulty. With advanced learners, practice these additional questions to ask partners:

What does ____________mean? Can you explain more about _______________? I wonder about ___________. Where can you add dialogue (talking words)? Where can you add more details? Who, What, Where, When, Why Questions

As students are writing, refer to the class-generated “Small Moments” chart to help them visualize and plan their small moments.

Closure: “Writers, now we are going to share our writing with our writing partners. Bring your writing folder to your new writing spot on the carpet and sit next to your writing partner.” Review the Partner Sharing Chart with the class. “Partners turn to each other sitting knee to knee. Partner 2, read your story to Partner 1. Partner 1 sit quietly and listen carefully. Partner 1, tell your partner something you liked about the small moment story. Then ask your partner if he/she is finished or will add on to his/her story.” “Now Partner 1 read your story to Partner 2. Partner 2, sit quietly and listen carefully. Partner 2, tell your partner something you liked about the small moment story. Then ask your partner if he/she is finished or if he/she will add on to their story.”

Reflection:

Resources & References: (adapted from, acknowledgments) Calkins, Lucy and Oxenhorn, Abby, Small Moments. pp. 21 -27.


Name_______ (Partner 1)

Name_______ (Partner 2)


Partner Sharing

Looks Like: • Partners decide who will

share first. • Partners sit knee to knee. • Partners listen closely.

Sounds Like: • “I like the part where _____” • Are you done? • Will you add to your story

today?


Personal Narrative 1 ((6) Oral Planning and Stretching Across Pages Minilesson Teaching Point: Demonstrate how to stretch a story across pages.

Standards: ELA.1.WRT.3.1 Write narratives including a series of events in sequential order. ELA.1.WRT.1.1 Use talk or other grade level prewriting strategies to select focus. ELA.1.WRT.2.2 Develop an idea with an identifiable beginning, middle and end.

Materials: • Pre-stapled booklets • Class list of Small Moment Ideas • Partner Sharing Chart • Kissing Hand by Audrey Penn (previously read to class) or Ruby in her own Time by

Jonathan Emmett (SF Unit 3 Student Anthology)

Connection: “Writers come to the carpet and sit in your writing spot next to your writing partner. Yesterday, I saw partners doing great sharing and planning during writing workshop. Today we are going to focus on planning out our stories with our partners. Today let’s look at how Audrey Penn stretches out a small moment like you do in your writing.

Teach (modeling): “Writers, really listen to how Audrey stretches out the moment when Chester is leaving for school and he gives his mom the Kissing Hand.”

That night, Chester stood in front of his school and looked thoughtful. Suddenly, her turned to his mother and grinned. “Give me your hand,” he told her.

TURN THE PAGE Chester took his mother’s hand in his own and unfolded her large, familiar fingers into a fan. Next, he leaned forward and kissed the center of her hand.

TURN THE PAGE “Now you have a kissing hand, too,” he told her. And with a gentle “goodbye” and “I love you.” Chester turned and danced away.

“Audrey took a small moment and told it little by little stretching her moment across three pages.”


“I am going to tell my small moment story stretching it across three pages just like Audrey. Listen and watch closely as I do. First I make a movie in my mind about what happened. Then I touch the first page and say what I am going to write.” (Touch page one):

“First, I came to school and saw my hamster was not in her cage.” “Then I touch the second page and tell what happened next and what I am going to write.” (Touch page two):

“Then I looked all around the room for her. I didn’t see her anywhere.” “Finally I touch the third page and tell what happened last.” (Touch page three):

“Finally, I saw food on the floor by the cabinet. I found the hamster stuck in the cabinet.”

“Writers, close your eyes and make a movie in your mind of what I did to tell my story. Now turn and talk and tell your partner what you noticed I did to tell my story?” “First, I made a movie in my mind. Then I touched each page and said what I would write on page one, page two and page three.” ELD: Use sketches, pictures or act out the hamster story.

Active Engagement (guided practice): Writers, now we are going to practice retelling my small moment story across three pages by touching each page and telling what I am planning to write on each page. (Pass out booklets) “Touch the first page and tell out loud what I am planning to write first on this page.” Pause and let students point and tell. “Touch the second page and tell out loud what I am planning to write on this page.” Pause and let students point and tell. “Touch the third page and tell out loud what I am planning to write on the last page.”

Bridge to Independent Practice: “Writers, if you are going to start a new story today, practice stretching out your story by touching each page and saying aloud your story before you start writing.” Note: This can be done with established writing partners also.


Conferring: Work with students individually on planning their own story or retelling a small moment in another story.

Closure: “Writers, today I saw students planning their small moment stories by touching each page as they told what they were going to write on each page. I saw writers stretching their story across pages like Audrey did.”

Reflection:

Resources & References: (adapted from, acknowledgments) Calkins, Lucy and Oxenhorn, Abby, Small Moments. pp. 29 -37. Penn, Audry, The Kissing Hand.


Personal Narrative 1 (7) Sketching Instead of Drawing Minilesson Teaching Point: Sketching instead of drawing.

Standards: ELA.1.WRT.3.1 Write narratives including a series of events in sequential order. ELA.1.WRT.1.1 Use talk or other grade level prewriting strategies to select focus.

Materials: • Chart pad with a line down the middle – one half for drawing and the other half for

sketching • MARKERS, and PENCIL • Booklets or other paper choice for students • Large sticky notes (3 X 5) or index cards and pencils for each student • Enlarged booklet to model sketching out story • Teacher-created story or adapt example below

Connection: “Writers, yesterday after school I looked through your writing and I noticed pictures with lots of details and colors. I realized that you probably did not have enough time to write your words! I was so sad because I really wanted to READ your writing.”

Teach (modeling): “Today I’m going to show you how to SKETCH your illustrations instead of drawing your illustrations.” “First, I am going to show you how I DRAW my bicycle. I’ll draw a yellow bike. Let’s see…it has black tires and red wheels. It has two gray pedals and a basket. My bike is outside so I’m drawing the grass and trees. I’m drawing so I can get down all the details”. “Now I’ll sketch.” (Quickly draw a picture of your choice in PENCIL). “During writing workshop, we sketch so we have time to WRITE. You can sketch out your ideas QUICKLY, and then write your words. Afterward, when you finish your piece, you can to go back and add more details and color to your sketches.” “Sketching helps a writer plan and tell the story. It also helps us get our ideas down on the paper quickly so we don’t forget what our story is about. Because we are writers during writing workshop, we sketch rather than draw.” “Writers, I’m going to plan and then do my writing. Okay, I’ve got the movie in my mind.” “On my first page (touch page 1 of a booklet or chart page) I’m going to write, ‘I was in my warm, cozy bed dreaming.’ On page two (touch page 2) I’m going to write, ‘I dreamt my cat, Bailey, was on top of me.’ On page three (touch page 3) I’m going to write, ‘I opened my eyes and lying on my stomach was…my cat, Bailey!’”


“Watch me as I draw myself lying in bed. I’m not drawing all of the patterns on my bed cover. I’m not adding details to my face. I’m not even adding hair on my head! When I’m finished with my writing I can go back and add those details.” (Quickly sketch on the next two pages.) “Because I quickly made my sketches I have enough time to do my writing. I’m going back to page one and I am going to write the words to go with my sketch. “I will finish my writing later because I want you to do your writing.” ELD: Supported through the use of pictures and sketches on the chart and in the story.

Active Engagement (guided practice): (Pass out sticky notes or index cards and pencils.) “Writers, I want you to think about my story today. Now on the post-it make a quick sketch of yourself on your bed dreaming like I did.” A sketch is quick and takes just a minute because you will add details after you write your words.” “Show your partner your sketch. Thumbs up if you did a quick sketch.”

Bridge to Independent Practice: “Today when you write, tell yourself what you are going to write and make a quick sketch before you write your words.”

Conferring: Help students who are stuck drawing rather than sketching. Remind them that they will be able to go back to their sketches when they are done with their stories to add more details. Tell them how excited you are to read the words to their stories and you don’t want them to forget their words. Continue to help students plan out and stretch stories across pages. For those who are ready, encourage them to add more details, including dialogue, to their stories. You can also encourage them to add their feelings to their stories.

Closure: Share 2-3 students’ sketches and show how much writing they were able to complete. OR Students share their sketches with a partner and share one to two pages of writing.

Reflection:

Resources & References: (adapted from, acknowledgments) Calkins, Lucy and Oxenhorn, Abby, Small Moments pg 47 - 51


Personal Narrative 1 (8) Small Moment Checklist Minilesson Teaching Point: Using a checklist to revise their work.

Standards: ELA.1.WRT.3.1 Write narratives including a series of events in sequential order. ELA.1.WRT.1.1 Use talk or other grade level prewriting strategies to select focus. ELA.1.WRT.2.2 Develop an idea with an identifiable beginning middle and end. ELA.1.WRT.1.4 With assistance, begin to do simple editing.

Materials: • “Small Moment Checklist” (see resource section at end of this unit) • Finished piece of writing (teacher’s piece from Lesson 3 or student sample) • Student’s finished piece of writing

Connection: “We write to tell something to a reader. When we write about a small moment, we are sharing that small moment with a reader. As writers, we need to make sure the reader understands what we are writing about. Today we are going to use a tool, a checklist, to help us do that.”

Teach (modeling): Introduce Checklist: cover the lines and reveal as you explain each one.

When Writing A Small Moment Did you . . . √ Use “I” √ Tell what happened √ Tell the story in order

“Whenever someone writes a small moment, it is about something that’s happened to them. So, every small moment must use the word “I.” “I did, I saw, I was, I went, I had.” (Reveal first line.) “Small Moments are always about something that happened… “I what?” “I did, I saw, I went, I had.” (Reveal second line on chart.) Whenever writers tell a small moment, they tell it by saying what happened first, what happened next, what happened last. When we write a story by telling what happened first, what happened next, what happened last we call this writing in order.” “Now, I’m going to use this Checklist to check my writing. First, I’ll read this small moment I wrote.” (Read aloud.) “Writers, ask yourselves, ‘Did (Mrs. Yarne) use “I” sentences in her writing?’ Can someone point out where I used “I”?


“Ask yourself, ‘Did (Mrs. Yarne) tell the reader what happened?’ Can someone point out or tell us, what happened?” “Now, ask yourself, ‘Did (Mrs. Yarne) write her story in the order that it happened – first, second, third, and finally?’ Can someone tell me where this is in my writing?” (Refer to the checklist and have students confirm each line.) “Thumbs up if I did this.” Readers, is my writing clear? Do you understand my small moment? By using this checklist, I am confirming—checking—that my writing is clear to myself and the reader.” “I’m going to hang this checklist in the classroom so when you are writing your small moment, you can check your work.” ELD: Use sketches or visuals on checklist.

Active Engagement (guided practice): “Now it’s your turn to check your work with your writing partner.” (Students select a finished piece and set up partners OR you could have students check their own writing instead of partner work.) “Before we begin checking our writing, I want to remind everyone that writers will revisit their work often. Today, if your writing does not include everything on this checklist, you will have the opportunity to add to it later. Let’s begin by reading Partner 1’s story. Take a moment to read through Partner 1’s together.” “Writers, find and discuss with your partner – ‘Did the writer use ‘I’? Thumbs up if you see the word, ‘I’. “Now, find and discuss with your partner, ‘Does this piece tell what happened?’ Thumbs up if the author wrote about what happened. “Finally, did your partner tell what happened in order - first, next and last? Thumbs up if your partner included what happened first, next and last – in that order”. “Now that we’ve checked this piece of writing, Partners, please discuss what you’ve learned about this piece of writing and the checklist.”

Bridge to Independent Practice: “When it is time to come back to the carpet for our sharing time, Partner 2, have a story ready because you and your partner will get to check your writing. And, writers, don’t forget to use this checklist when checking your own writing today and everyday.”

Conferring: Assist students with using the checklist to check their writing. For readers who may have difficulty reading their story and the checklist, match them with a partner to help them read.


Closure: Partners use the checklist to look at Partner 2’s writing. If there is enough time… Invite a few students to read the sentence in your writing that uses “I.” Invite a few students to read their “what happened” sentence. Invite a few students to read their sentences that tell what happened first, next and last.

Reflection:

Resources & References: (adapted from, acknowledgments) Small Moments Checklist Calkins, Lucy and Oxenhorn, Abby, Small Moments. pp. 11 – 20.


Personal Narrative 1 (9) Planning Details

Minilesson Teaching Point: Planning details.

Standards: ELA.1.WRT.3.1 Write narratives including a series of events in sequential order. ELA.1.WRT.1.1 Use talk or other grade level prewriting strategies to select focus. ELA.1.WRT.2.2 Develop an idea with an identifiable beginning middle and end.

Materials: • Chart paper with list of recent class events- “Small Moment Ideas” list from lesson

PN1-4. • Lesson refers to previously read stories: The Kissing Hand by Audrey Penn, A Chair

for My Mother by Vera B. Williams and The Storm Seal, by Judy Waite (from SF Read Aloud Anthology)

• Whole-class shared experience • A student to be your partner during the ‘Teach’ section of the lesson.

Connection: Use previously read authors and/or student small moment stories. “Writers, last night I was thinking about Chester in the Kissing Hand and how the author, Audrey Penn, really uses details to tell her story. Remember when she says, ‘he unfolded her large, familiar fingers?’ What details! Or, when Vera Williams tells us about how they ‘walked past red and yellow tulips.’ What details! In the Storm Seal, Judy tells us how, ‘the seal touched Peter lightly with his nose.’ Again, what details! Today, I want you to help me write a story with beautiful details. I want us to learn that, as writers, we plan our stories to make sure we use details.”

Teach (modeling): Use a class shared experience and plan how you might write about the experience. “Remember how we had the all-school fire drill last week? I want to write about it today because I was remembering how we walked out of our room, down the hall and then we went outside and it started to rain.” “I am going to work with my partner to plan my story. Madison, will you be my partner?” Touch the first page. “First I am going to write, ‘We heard the fire alarm.’” Point to the next page. “Next, I will write, ‘We went outside.’” Point to the last page. “Finally, I will write, ‘We came inside.’” “I wrote my small moment story, but I am wondering, ‘Did I add enough details to clearly show what happened during the fire drill?’ Let me retell it again. ‘We heard the fire alarm. We went outside. We came inside.’ I feel like I am missing something. I said what happened, but I didn’t give you, the readers, details to help you make a picture in your mind.” “Madison, thank you for being my partner. Now I need ALL of you to be my partners, my editors.”


Active Engagement (guided practice): “Writers, since we were all at the fire drill last week and shared a small moment experience, let’s share with a partner details I can include to make my story better. Turn and talk to your partner and tell what other details you remember.” Students turn and talk. “As you were sharing, I heard some really important details I can use in my story. Would anyone like to share a detail I can add?”

Possible student comments: “You could say it was freezing outside and we didn’t have our coats.” “You could add that it started to rain and we got wet.”

“Thank you, writers, for giving me important details that I can include in my story. Now it will be easier for my readers to make a clear picture in their minds of what is happening in my story. Let me try to plan my story using some of those details. Madison, please be my partner again.” (Touch the first page.) “First I am going to write, ‘We heard the fire alarm ring loudly.’” ( Touch the next page.) “Next I will write, ‘We pushed the door open and it was freezing cold outside. We walked quickly, rubbing our arms to keep warm.’” (Touch the last page.) “Last, I will write, ‘It started to rain, but we did not have our coats so we began to get wet. Finally, the bell rang and we hurried back to the warmth of our classroom.’ Doesn’t that sound better than before?” ELD: Sketch details on chart paper or on the pages of teacher writing; OR make a list of detail words with sketches on chart paper.

Bridge to Independent Practice: “Writers before we write today let’s remember all the things we have discussed in our Small Moments study.” Refer to chart.


ADD to the chart (or reveal the next line): They use details. “Today tell your partner your story with details. Plan together how your story will go. You can sketch and write across the pages. Thumbs up if you are ready to start!” ELD: Add a sketch for this addition to the Small Moments Chart.


Conferring: Work with students to plan their story with details across the pages. Use the “Small Moments” chart as a reference with assisting students. Take them through the steps as necessary. Remind students about how to use class resources to get their ideas on paper (wall charts, sound cards, etc.).

Closure: Share student work that uses details to tell the small moment story. Focus on how the details help you as the reader understand the story and make a picture in your mind.

Reflection:

Resources & References: (adapted from, acknowledgments) Penn, Audrey, The Kissing Hand Williams, Vera, A Chair for My Mother Calkins, Lucy and Oxenhorn, Abby, Small Moments. pp. 55 – 62.


Personal Narrative 1 (10) Writing Words in a Snap Minilesson Teaching Point: Using the word wall to write high frequency words.

Standards: ELA 1.WRT.5.1 Correctly spell a minimum of 30 words from the frequently written words list.

Materials: • Dry erase boards • Dry erase pens, erasers/towels • Chart paper, markers • Story from yesterday, partially written

Connection: “Writers, yesterday you helped me plan my story about the fire drill. I started writing it last night, but I thought of more details and it started to get long and I didn’t finish it. I thought you could help me write some of it today. I want to teach you a trick for how to make your writing go faster.”

Teach (modeling): “There are words as readers that we just know. When we write there are also words that we just know.” SNAP FINGERS . “This helps our writing go faster. We have words that we just know in a snap. So pretend you are writing a story about your dad. You say, Dad. I know d-a-d. And you write D-a-d. There are some words from kindergarten that you know in a snap or almost a snap. If you are writing a word wall word in your story, but you can’t spell it, just look at the word up there.” (Point to word wall.) ‘Then you can say the letters to remind yourself. Once it is in your brain, write it down on your page—snap, snap, snap!” “Today I need you to help me add on to my story. I wrote this: We walked quickly and rubbed our arms to keep warm. It started to rain, but “Now I need to write ‘we did not have.’”

Active Engagement (guided practice): “Writers, please take out your dry-erase boards and help me write my story. Some of these words we know in a snap. Our next word is we. Some of you know this word in a snap. If you don’t know it, say it and listen for the first sound. Then find it on the word wall under that letter. I either just know we or I look it up here and fix the spelling in my brain.” “Let’s write, we. Spell it, w-e.”


“Let’s continue to write. We’ve written, It started to rain, but we...” Now we need to write did. Write it like a snap and move on to the next word, not. Write it like a snap or use the word wall to help you. We’ve written, It started to rain, but we did not… Keep going and write have on your dry-erase boards.” If needed, keep writing word wall words in a snap.

Bridge to Independent Practice: “Today, first graders, as you write you will find words that you just know. ‘Write these fast. Don’t stretch them out—just say, ‘I know that word!’ [Snap fingers!] Just write it. Or, say, ‘ I almost know that word, let me check the word wall’ and then write it in a snap! Every day, as you are writing, you will know words in a snap. As you keep learning, you’ll have more and more words that you know or almost know. Thumbs up if you are ready to write words in a snap today.’”

Conferring: Help students work on using spelling resources to write and/or use the word wall to edit their writing. Ask students what they will be writing next and help them write the words in a snap. ELD: Walk language learners to the word wall and reinforce the process of learning words in a snap.

Closure: Share story of students using the word wall for words they almost know and for writing words in a snap. Have students model where they found specific words on the word wall.

Reflection:

Resources & References: (adapted from, acknowledgments) Calkins, Lucy and Oxenhorn, Abby, Small Moments. pp. 77-82.


Personal Narrative 1 (11) Inside vs. Outside Story—1 Minilesson Teaching Point: Adding feelings and thoughts to our stories.


Materials: • A small moment that shows what happened and the narrator’s response – can be a

sample from a student in your class, a teacher-made example, OR use provided example and adapt as desired

• Whole-class experience or adapt example from “Active Engagement” section • Highlighters in 2 different colors (for teacher use) • Booklets or other paper choice for students

Connection: “Writers, we’ve been taking small moments from our lives and stretching them across pages. We’ve learned to do that just like Vera does in A Chair for my Mother. Today, I want to teach you about another strategy that you can use to stretch your small moment out even longer.” [Stretch out arms like a rubber band.] “I want to show you how you can write about what happened in your small moment (motion and make fist with one hand) –the outside story, and then how you can write your thoughts and feelings about what happened –the inside story (gesture and make fist with the other hand to show that they are two separate “stories”).

Teach (modeling): “I’m going to read you a piece that one of my students wrote last year. Listen closely to how Ronnie writes about what happened—the outside story—and then how he writes about his feelings about what happened—the inside story.”

This morning I gave Ms. Schmidt my necklace to hold. She put it on her neck. When it was time to go home, she tried to take it off. It got stuck, but I pulled it off. I felt proud!

ELD: Use a sketch to illustrate the idea of “outside” and “inside.” In the “outside” portion draw action and label with words. In the “inside” portion draw faces to represent feelings. You may want to create a feeling word bank.

Active Engagement (guided practice): “Writers, talk with your partner about Ronnie’s story. Tell your partner the outside story—what happened. Then tell the inside story—how Ronnie was feeling.” Listen to students talk and help them identify the outside and inside stories. Reiterate what they said and highlight this on Ronnie’s story. “I heard you say that the outside story—what happened—was this part…[Highlight in one color and reread: “This morning I gave Ms. Schmidt my necklace to hold. She


put it on her neck. When it was time to go home, she tried to take it off. It got stuck, but I pulled it off.”] “I also heard you say that the inside story—what he was thinking and feeling—was this part… [Highlight in the other color, “I felt proud!”] “Remember when we had a fire drill and we went outside and it was raining?” Gesture with one hand and say, “Retell with your partner the outside story - how we heard the fire alarm ring, we lined up quickly in two rows, walked down the hall and then outside. And how we pushed the door open and it was freezing cold outside. We walked quickly rubbing our arms to keep warm. It started to rain, but we did not have our coats so we began to get wet. And, finally, when the bell rang we hurried back to our classroom.” Gesture with the other hand and say, “Now talk with your writing partner about –the inside story. How did you feel when it started to rain? What were you thinking? What were you wondering?” Listen to students talk and aid them as needed. Then share with the whole group a couple of examples you overheard or 1-2 students could share their own examples.

Bridge to Independent Practice: “Today, when you’re working on your small moment, if you write both the outside story—what happened—and you also tell the inside story—how you felt or what you thought, please let me know.”

Conferring: Prompt students to write about their feelings or thoughts about what happened in their story. For the beginning learner, you may want to prompt the student to show expressions in the illustrations. For the advanced learner, you may want to prompt the student to inject the inside story in more than one place in the story. Students could add more details, including dialogue (i.e., I wondered, “Will I ever get to go to Disneyland?”), to their inside story.

Closure: Share writing from 1-3 students who used, or attempted to use, the inside story in their writing; OR if a student is struggling with putting in thoughts or feelings, the class could brainstorm possible feelings/thoughts to put into her/his piece.

Reflection:

Resources & References: (adapted from, acknowledgments) Calkins, Lucy and Oxenhorn, Abby, Small Moments. pp. 93 – 98.


This morning I gave Ms. Schmidt my necklace to hold. She put it on her neck.

When it was time to go home, she tried to take it off. It got stuck, but I pulled it off. I felt proud!


Personal Narrative 1 (12) Inside vs. Outside Story—2 Minilesson Teaching Point: Practice adding feelings and thoughts to stories.


Materials: • A small moment that shows what happened and space to add “the inside story” • Whole-class experience or adapt example from “Active Engagement” section • The Inside Story chart • Sticky notes • Booklets or other paper choice for students

Connection: “Writers, yesterday we learned a new strategy for stretching out our small moments even more. We learned you can write about what happened (use hand motion with one hand) –the outside story, and then how you can write your thoughts and feelings about what happened –the inside story (gesture with the other hand to show that they are two separate “stories”).

Teach (modeling): “I noticed that some people had a hard time getting started yesterday writing their thoughts and feelings – the inside story - in their small moment stories (gesture with one hand). So, I made a chart to help us with the inside story.” Reveal chart and read with the children:

The Inside Story I felt I thought I wished I wondered I remembered

“Listen to my small moment story. Listen to what happened (motion and make fist with one hand)—the outside story—and then watch how I use the chart to help me tell my inside story—what I thought and felt about what happened” (gesture with the other hand to show that they are two separate “stories”).

This morning my cat woke me up at 5:00 am! I opened my eyes and yawned. [Act out story.]


Think out loud and reread chart. “Gosh, what was I thinking when my cat woke me up? How was I feeling? I know! I wished I could sleep forever!” [Point to “I wished…”]

This morning my cat woke me up at 5:00 am! I opened my eyes and yawned. Quickly add to the end of the story: I wished I could sleep forever! ELD: Use sketches on “The Inside Story” to illustrate the meaning of the words.

Active Engagement (guided practice): “Writers, remember when we were going to go outside for an extra recess and it was raining? I started writing the small moment here, I wrote “the outside story.” But, I need your help with adding the inside story—what were you thinking or feeling when you saw that it was raining?” We got on our coats and lined up. We walked down the hall and opened the door. It was raining. “Talk with your writing partner about –the inside story. How did you feel when you saw it was raining? What were you thinking? What were you wondering?” [Gesture again with one hand.] Listen to students talk and aid them with using The Inside Story prompts. “I heard lots of wonderful inside stories—what you were thinking and feeling. Who has an inside story—a thought or feeling—that we could add to our story?” Teacher adds one student’s suggestion to the class story:

“I wished it would stop raining.” “I felt sad.” “I thought, ‘Will we get to play?’” Gesturing with one hand, say, “Now that we’ve added the inside story, I’m going to reread our small moment.”

Bridge to Independent Practice: “Today, if you write the inside story, get one of these sticky notes, write your name on it and post it on our Inside Story chart.”

Conferring: Prompt students to write about their feelings or thoughts about what happened in their story. For the beginning learner, the teacher may prompt the student to show expressions in illustrations. For the advanced learner, the teacher may prompt the student to inject the inside story in more than one place in their story. Students could add more details, including dialogue (i.e., I wondered, ‘Will I ever get to go to Disneyland’), to their inside story.


Closure: “Wow! Look at how many of you added the inside story to your small moments! You not only told the outside story—what happened—but you also told your thoughts and feelings. [Refer to the sticky notes on “The Inside Story” chart.] Share 1-3 students’ writing who used the inside story in their writing; OR if a student is struggling with putting in thoughts or feelings, the class could brainstorm possible feelings/thoughts the student could put in her/his piece.

Reflection:

Resources & References: (adapted from, acknowledgments) Calkins, Lucy and Oxenhorn, Abby, Small Moments, pp. 93 – 99.


The Inside Story I felt I thought I wished I wondered I remembered


Personal Narrative 1 (13) Portable Word Wall Minilesson Teaching Point: Students will learn how to use a personal, portable word list. [NOTE: Teachers may use whatever word list they prefer. TIP: Add students’ names to the word walls as well.]

Standards: ELA.1.WRT.5.3 Use available resources to assist with spelling.

Materials: • Class set of portable word walls (samples in Teacher Resource section at end of

notebook) [TIP: Put them in plastic sleeves and fasten in the middle of students’ writing folders. As you add more words to the class word wall, pull out these lists from students’ folders and replace them with updated version.]

• Chart paper and marker

Connection: “Writers, we have been learning to stretch out our words and write words that we know in a snap.” “Today I want to introduce a portable word wall. The words that are on this portable word wall are the same words that are on our class word wall. It’s a mini-version of our word wall. The words on this portable word wall, like our big word wall, are words that most first graders are familiar with and some you can even spell. When I’m writing I can use my portable word wall to find words that I write a lot.”

Teach (modeling): “I want to show you how to use the portable word wall to help you spell. I can still use my “stretch it out” strategies and I’ll write the words I know in a snap.” (Say): “I have a dog. I like to go for walks. He likes to chase birds.” (Say) ‘I’…I know it in a snap so I can write it.” (Write): ‘I’. (Say): ‘have’… that’s a word I use often. I’ll check my portable word wall. I know it starts with an /h/ so I’ll start there”. (Read through the list. When you get to the word /have/ stop and think aloud): “I’m going to check to see if this is the word I want—have. Yes, this is it. I will write it.” Add the words (I, to, go) as snap words and (like, for & walk) as portable word wall words. Follow procedure to write the third sentence: He likes to chase birds. “Turn and talk about how I spelled words. What did you see me doing? What strategies did I use? Did I stop to ask someone how to spell?” ELD: Encourage Language Learners to use sketches next to the words on their portable word wall and /or add words from word banks created in previous lessons.


Active Engagement (guided practice): “Let’s all practice using our portable word walls. Get out your folders and find your word walls. Let’s start at ‘Aa.’ Let’s read all of the ‘Aa’ words”. As a class, read through all or part of the word wall words. You can also say different word wall words and then have students find them on their portable word walls. This activity could be repeated regularly.

Bridge to Independent Practice: Writers, as you are writing today, I’d like you to think about and use your portable word wall words. Remember, you can also use the other spelling strategies we’ve talked about.”

Conferring: Prompt students to check words on their portable word walls: “Can you check this word with your portable word wall?”

Closure: You could do a whole group pop-up share: “Who wants to tell us a word you found on your portable word wall that you used in your writing?”

Reflection:

Resources & References: (adapted from, acknowledgments) Hoyt, Linda and Terriault, Teresa, Mastering the Mechanics: Grades K-1.


Personal Narrative 1 (14) Telling Your Story Across Your Fingers

Minilesson Teaching Point: Telling a story across your fingers.

Standards: ELA.1.WRT.3.1 Write narratives including a series of events in sequential order. ELA.1.WRT.1.1 Use talk or other grade level prewriting strategies to select focus. ELA.1.WRT.2.2 Develop an idea with an identifiable beginning middle and end.

Materials: • A simple small moment story to tell across your fingers or use example below • Previous whole-class experience from Lesson 12 (e.g., fire drill story)

Connection: “As writers we find stories in the everyday happenings and keep these stories in our minds to write later. As a writer I see stories happening all day long.” Give an example of a time when you thought, “Hey, I could write about that!” “Yesterday Max was passing out the papers during Math and accidentally dropped the papers. They went floating down to the ground like a feather, but one paper flew further than the rest and landed in the sink.” “Today I am going to show you a way writers ‘catch story ideas.’ When you realize something happens that could make a story, you catch the idea like this (act like you are catching the story and putting it in your pocket). Writers do that. We find stories everywhere in our lives and hold onto them (act out catching and holding the story again) until we can write them down.”

Teach (modeling): “Later we can reach our hand into our pocket and pull out a story. And you have a story-helper, too, because you pull your story out like this. (Reach into pocket and pull out hand in a fist.) Watch how I tell a story across my fingers.” Prepare a story to tell across your fingers. Raise your thumb. “I went to the cafeteria to get my lunch.” Raise your second finger. “When I stood in line to get my tray, I could smell the pizza.” Raise your third finger. “I chose hot, cheesy pizza and cold chocolate milk.” Raise your fourth finger. “I was excited because we got a cookie treat.” Raise your pinky finger. “I walked to my seat and sat down and ate my delicious lunch. Did you see how I told one part of my story on each finger?” ELD: Use picture cards or sketches to illustrate the meaning of teacher story. Provide word banks from previous lessons for students to use when writing independently.


Active Engagement (guided practice): “Now let’s catch a small moment from our class. When we had the fire drill, that was a small moment where a lot happened. Let’s tell the story together across our fingers.” Thumbs up. “First, The fire alarm rang loudly while we were reading.” Second finger up. “Then, We lined up quickly and walked down the hall quietly.” Third finger up. “What happened next?” (Students can answer). “We went outside in the freezing cold and rubbed our arms to keep warm.” Fourth finger up. “We are getting to the end of the story. It started to rain. Big raindrops fell on our heads.” Pinky finger up. “Time to close up the story. The bell rang and we came inside our toasty warm classroom. We were thrilled to be out of the freezing rain!” “Now I want you to catch a small moment from your minds in one of your hands. Think about what you are writing about.” (Give think time.) “Now close your hand and turn to your partner; try to tell your moment using your fingers. Remember when you have one or two fingers left, this is a sign that you should be finishing your story.” Writing Partners turn and talk and tell their stories across their fingers.

Bridge to Independent Practice: “Now you have practiced telling your small moment story; you are ready to write it. Today, if you are writing a new story, I want you to practice telling your story across your fingers to see if this helps your story have a beginning, middle and end.”

Conferring: Meet with students and have them practice telling their story across their fingers or across the pages of a booklet. Check in with students to see if they are labeling pictures to help their sentence writing. Help students who are ready to turn their labels into sentences. For students who are ready, help them tell their stories across their fingers using transition words (e.g., first, then, next, finally). You can add these transition words to these students’ portable word walls.

Closure: Pick authors to share their stories that have a beginning, middle, end and/or details in their stories; OR have a student model telling his/her story across his/her fingers.

Reflection:

Resources & References: (adapted from, acknowledgments) Calkins, Lucy & Oxenhorn, Abby, Small Moments: Personal Narrative Writing. pp. 71-76.


Personal Narrative 1 (15) Zooming In—Adding Details

Minilesson Teaching Point: Focusing on the important part of your story.

Standards: ELA.1.WRT.2.3 Use descriptive words when writing. ELA.1.WRT.4.1 Write about a topic that includes supporting details.

Materials: A picture or photo of recess and an enlargement of part of that picture, i.e., zoomed in photo of the tire swing or the monkey bars (or you can refer to one wall of your classroom and then zoom in on something specific) Image of or actual camera and/or binoculars (see pictures following this lesson) A list-like story and then a section of the story that you zoomed in on (or use example below) ELD prep: pre-sketch pictures to accompany your list in the “Teach” section

Connection: “Writers, today we are going to talk about focusing on the most important part of our story. When writers focus on the most important part, they are like photographers. Photographers can look through the lens of their camera and see whole images like recess: children playing 4-square, jumping rope, a kickball game, playing basketball, climbing on the monkey bars, kids playing wall ball - everything that is going on on the playground during recess. Photographers can also zoom in on just one thing, like just the children playing basketball. Writers can write about everything that happens during recess, but usually writers want to zoom in on a small part, what we’ve been calling a small moment. “

Teach (modeling): “First, I’m going to think of an event or story in my life. I’m remembering what I did on Saturday morning (Use a hand gesture for each activity – avoid counting-off on your fingers). “I woke up, had breakfast, read a magazine went to the grocery store, baked cookies, and ate lunch. Doesn’t this sound like a list? What I’m going to do is zoom in on one small moment of my morning. I’ll zoom in and write about the most important part of my memory. I’m going to zoom in on baking cookies. My writing will sound like this. “We were going to visit my aunt on Sunday. She loves oatmeal chocolate chip cookies so I wanted to bake some to bring to her. I made two cookie sheets full. I left the cookies on the counter to cool. The whole house smelled like cookies so my son and husband came into the kitchen. They asked if they could eat some. I said “yes” and poured a glass of milk for each of us. Before we realized it, we had eaten all the cookies on one cookie sheet.”


ELD: Use a sketch for each activity: I woke up, had breakfast, read a magazine, went to the grocery store, baked cookies, and ate lunch. Make sketch of cookie baking full of the details listed above. Write the words “zoom in” above the detailed sketch and use the illustration of the camera or binoculars.

Active Engagement (guided practice): “Writers, I would like you to re-read the story you are working on or the most recent story you wrote. As you read your story, ask yourself ‘Is this big (like the playground) or small (like the basketball players)? Is it big like my list of everything I did on Saturday, or is it small, zoomed in, like my baking cookies? If it is big, how could you zoom in?’” Have 2-3 students share with the whole group.

Bridge to Independent Practice: “Today, as you are writing, think about being the photographer zooming in on the most important part of your memory.”

Conferring: Help students decide on the most important part of their story. Give them ideas for zooming in and adding more details, but keep it simple. For some students it may mean simply adding a word or two. For others, it may mean taking that idea and starting a whole new story. Know your students and how far you think they can be nudged at this point in the year.

Closure: Pre-select 2 or 3 student stories and show how the student zoomed in on the most important part. You could make a contrast with what was written initially or what could have been written. “Jonathan could have written about everything he did on Saturday, but instead he zoomed in on the most important part of his day – tripping when he was playing tag with his cousins.”

Reflection:

Resources & References: (adapted from, acknowledgments) Calkins, Lucy and Oxenhorn, Abby, Small Moments: Personal Narrative Writing. pp. 84 -89.


Personal Narrative 1 (16) Story Endings Minilesson Teaching Point: Writing story endings that ‘stay in the moment. [NOTE: This lesson could be taught in 2 sessions.]

Standards: ELA.WRT.1.3 With assistance from peers and adults begin to do simple revising. ELA.1.WRT.2.2 Develop an idea with an identifiable beginning, middle and end.

Materials: • Chart paper • Chart markers • Story written up on chart or for Elmo based on whole-class experience • Additional story based on whole-class experience with intentional “bad” ending (this

could be the story from Lessons PN1-12 and PN1-13.

Connection: “Writers, I love your small moments stories. You are s-t-r-e-t-c-h-i-n-g them across pages, telling the parts bit by bit. You are telling the outside story – what happened – AND the inside story – how you were feeling and what you were thinking. I’ve been reading these great stories and then, when I get to the end I say, ‘What happened?’ Your stories sound like this: We went to the park. We played soccer. I scored two goals.” (Change your intonation to sound boring): “Then we went home. “Today, we’ll learn how to write endings that go with your wonderful stories—story endings that ‘stay in the moment.’”

Teach (modeling): “Usually, you have these wonderful stories about going to Chuck E. Cheese, or playing at recess, and then you end it with, ‘Then we went home,’ or ‘Then we went to lunch,’ or ‘The End.’ When you do this, your stories jump away from your small moment. “Endings are so important that we want to keep them ‘close-in to the moment.’ We know you are going to go home or go to lunch, so you don’t need to write that in your small moment. “Let’s think about our Harvest Parade on Friday. Here is the start of my small moment:

On Friday afternoon it was our Harvest Parade. After “Snow White” read us a spooky story, we lined up at the door. Then, we slowly followed Mrs. W’s class down the hallway and out the door to the playground. We walked around the playground.

(When you read the last part make it sound boring): Then we went back to the classroom.


“Gosh, we all know we went back inside! I’m going to cross that part out. I want to stay in the moment. Let me think…one way to end my story is to think back to the very next thing that happened. Oh, that’s right, we walked around the playground one more time. That could be an ending: ‘Then we walked around the playground one more time.’ “Another way to end the story and ‘stay in the moment’ is to say what you thought or felt – the inside story – during that moment. I’m going to go back and make a movie in my mind – again – to help me think about our feelings or thoughts. I remember someone wondering, ‘Will we get to do this again?’ So, that could be an ending, ‘We wondered, Will we get to do this again?’” “So, one way to ‘stay in the moment’ is to tell the very next thing that happened. Or, you can tell what you thought or felt in the moment—tell the inside story like we’ve been talking about the last couple of days.” ELD: Make a list of good words/phrases/ideas to use in an ending; include visuals.

Active Engagement (guided practice): “Writers, I’ve been working on another story about the fire drill and how it was raining. Will you listen closely with your partner to see if you can help me with my ending?” Read your writing and emphasize how the ending doesn’t “stay in the moment.”

Suddenly, the fire alarm rang. We quickly lined up and walked outside. We stood on the grass in one long line. It was raining really hard. Then we went back inside.

“Could you talk with your writing partner about how to make my ending better?” Listen to students’ ideas for story endings and cross out “Then we went back inside.” Then, call on one student who had a strong ending to share with the class. Add this ending that ‘stays in the moment’ and reread the story to the class. Possible endings, which could also be repeats from the first “Outside vs. Inside Story” lesson:

I wondered, “How long will we have to stay outside?” We felt really cold and wet. We shivered and shivered and shivered. Our clothes and hair got really wet.

[NOTE: It is okay to “FEED” students story endings. When it is time to share, pretend the students came up with the ideas themselves.] ELD: Help students quickly act out their feelings and/or how they were all wet. Use a feeling vocabulary chart if you created one earlier (or make one now) and have students form sentences using the following sentence frames:


(Beginner) “I felt_________________” (Intermediate) “I felt ___________ because _______________.” (Advanced) “I was _____________ and ____________ and I felt ____________.”

Bridge to Independent Practice: “So, when you write and it is time to end your story, ask yourself, ‘How can I write a good ending? Let’s say we cannot end our stories with, ‘…and then I went home’ or, ‘The end.’” [TIP: It is always helpful to exaggerate when you’re trying to get your point across – sound boring!]

Conferring: Guide those students that are ready to put an ending to their small moments and help them to “stay in the moment.” Continue to help students add the inside story where appropriate in their stories. Aid the beginners with developing a small moment, perhaps through sketches.

Closure: Teacher shares 1-3 students’ preselected examples of “close-in” story endings; OR the class can brainstorm story endings for a student who is having difficulties.

Reflection:

Resources & References: (adapted from, acknowledgments) Calkins, Lucy and Oxenhorn, Abby, Small Moments: Personal Narrative Writing, pp.102-107.


Personal Narrative 1 (17) Preparing for Publication Minilesson Teaching Point: Attempting to revise and edit utilizing a checklist. [NOTE: THIS LESSON COULD BE DIVIDED INTO SEPARATE LESSONS ON REVISING AND EDITING or you could do the “Teach” one day and “Active Engagement” the next day. Editing could also be separated into a lesson on spelling, a lesson on punctuation, and a lesson on capitalization – you could reteach the editing lessons from the LAUNCHING UNIT as you and your students prepare for publication.]

Standard(s): ELA.WRT.1.3 With assistance from peers and adults begin to do simple revising. ELA.WRT.5.3 Notice when words are misspelled and use available resources to assist with spelling.

Materials: • Chart paper • Chart markers • Enlarged “Small Moments Checklist” (sample following this lesson) • Individual copies of “Small Moments Checklist” (sample at end of this unit) • Story written up on chart (or for the document camera) based on whole-class

experience (see teacher sample following this lesson) • Copies of an additional “small moment” example for each set of partners (or use

provided example) • Students’ small moment piece that they want to “publish” • Markers or special editing and revision pens • Construction paper for book covers (optional)

Connection: “Writers, we’ve been learning a lot of new writing strategies to make our small moments stories really exciting. You are s-t-r-e-t-c-h-i-n-g these stories across pages, telling the parts bit by bit. You are telling the outside story – what happened – AND the inside story – how you were feeling and what you were thinking. You are writing “close-in” story endings.” “Today is a really important day. Today you will choose a small moment story that you want to publish. We are going to have a publishing celebration. When you get ready to publish your writing, it is like people “fixing and fancying” themselves up for a birthday or a wedding. When we “fix up” and “fancy up” for a birthday, a lot of times our mom or dad or sister helps us. When we fix up our writing, a lot of times we have a writing partner help us”.


Teach (modeling): “Writers, like Vera B. Williams, all have partners that help them with their writing and in the grown-up world these people are called editors. The editor’s job is to go through our piece and help us “fix up and fancy up” our piece. When we do ‘fixing and fancying up’ we often use a special pen to help us make changes to our writing. This pen is our special editing and revision pen. We only use this when we make changes to our writing. Watch how I use it.” Show enlarged checklist and read it to students.

Fixing up Small Moment Stories Yes No

Does my story make sense?

Can I fix my story?

Can I add details to my story?

Do my words look right?

Ask a student to be your editor. “Will you listen to see if this piece makes sense?” Yesterday we tasted apples we tasted 4 types of apples tha yummy.

“Does my story make sense?” The student should point out the missing word – “tha were (tasted) yummy.” Refer to the second question on the chart and ask, “‘Can I fix my story?’ Oh, I can! I can add the word ‘were’ to my piece. Add the word using the special editing and revision pen. “Another important job an editor does is help the writer think about what else could be added. As I reread my story, think about what else we could add.

Yesterday we tasted apples we tasted 4 types of apples tha were yummy.

“Talk with your writing partner about what I could add.” “You could say we tried Granny Smith apples.” “You could say they tasted sour.”

“Thanks for such great ideas! I’m going to add a ‘D’ here so I know to add those details right here in my story.” “Editors have a lot of different jobs. They help you make sure your piece makes sense, they help you add details, and they help you with your spelling. Read our apples story and ask yourselves, ‘Do my words look right?’ Check to see if my words look like they are spelled correctly.” Students discuss spelling words. You make changes on the story and reread.


Active Engagement (guided practice): “Editors, I have another piece that I’d like you to help me with.

Last night mi cat slept wif me. She snored. It funny.

“I am going to give you and your partner a copy of my story, a checklist, and a special editing and revision pen. You are going to be editors and help me fix up my small moment. Refer to the chart and say, “Think about the job an editor does, and you and your partner need to ask yourselves, ‘Does the story make sense? Can we fix the story? Can we add details to the piece? Do the words look right?’” “If you find spelling mistakes, fix them with your marker. If you find a place where I can add more details put a ‘D’ there like I did. If my story doesn’t make sense, let me know why and think about how I can fix it.” ELD: Tell students how the story is supposed to sound. Direct them to the word wall and show them how ‘mi’ and ‘wif’ are spelled.

Bridge to Independent Practice: “Writers, it is time for you to choose the small moment piece you want to publish. You and your partner will need to decide whose piece you will edit – fix up – first. You’ll work together to fix that piece. When you’re done, you will fix up the other person’s piece. Use our chart to help you.”

Conferring: Help emergent writers choose a piece to “publish” and use the checklist and give them whatever language they might need for their piece to make sense. Help students use the checklist as a resource. Model rereading a student’s story and then have them reread their story, pointing to each word as they read to check for missing words or to see if the story makes sense. Model being an editor for partners. With advanced learners, you might focus on more advanced use of punctuation, encourage them to add even more details. [TIP: “READ” YOUR STUDENTS – THEIR PIECES DO NOT NEED TO BE PERFECT. MAYBE JUST HAVE THEM FIX ONE OR TWO THINGS IN THEIR PIECE.]


Closure: Tell students that, not only do writers fix up their writing, they “fancy it up” too. “Before our celebration, you are going to want to “fancy up” your writing too. You may want to add colors to your front page (cover) or add colors to your pages. Decide how you want to “fancy up” your piece. You’ll have a few minutes to do that right now”. Give students a few minutes to do this. [TIP: Have available an example that another student already fancied up or show them one of your examples. You can also make this section into an additional lesson.]

Reflection:

Resources & References: (adapted from, acknowledgments) Calkins, Lucy and Oxenhorn, Abby, Small Moments: Personal Narrative Writing. pp.110-114.


Name: Date:

Fixing up Small Moment Stories Yes No Does my story make sense? Can I fix my story? Can I add details to my story? Do my words look right?

Name: Date:

Fixing up Small Moment Stories Yes No Does my story make sense? Can I fix my story? Can I add details to my story? Do my words look right?


Teacher Sample for lesson PN1-17

Yesterday we tasted apples

we tasted 4 types of apples

tha yummy.

Partner Writing Sample for Lesson PN1-17

Last night mi cat slept wif me.

She snored.

It funny.


Personal Narrative 1 (18) Celebrating Small Moments

Mini Lesson Teaching Point: Share small moments writing with peers.

Standard(s): ELA.WRT.1.5 Produce a grade level published piece with teacher support.

Materials: • Students’ small moment pieces for publishing celebration • Put students into pairs within the class (optional) • Sticky notes • Partner with older reading buddies (optional) • Cups and grape juice/apple juice, etc. (optional) • Sharing protocols (e.g., giving compliments, listening closely)

Connection: “Writers, today is a really important day. It is our publishing celebration! You are now all authors like Vera Williams, A Chair for My Mother and Amy Hest, Mr. George Baker.

Teach (modeling): “When authors publish their writing, they celebrate it by sharing it with others. Today we are going to celebrate our writing with…” Taking time to celebrate the children’s work is very important. It helps give students purpose for their writing and it’s an opportunity for self-expression. Writing celebrations do not have to be grandiose. Explain to students what they are going to be doing. You can actually practice the celebration the day prior during the “closure/sharing” part of writing workshop. Otherwise, show them at this point how you reread your story quietly to yourself, pointing to each word, and then select a page you will share with the whole group and post that page with a sticky note. You may want to review partner sharing, particularly giving compliments.

Active Engagement (guided practice): There are many options for simple writing celebrations: • Students can use a sticky note to mark one page of their story that they want to

share with the whole group (Preferably, do this BEFORE the celebration). Class sits in a circle and shares one at a time. Then, students go off in small groups or in pairs to a designated area and share their entire story.


• Students are paired with a friend or with their writing partner and go to a special place in the room to read their writing.

• Students are paired with their upper grade reading buddies.

AFTER SHARING, the class could “toast” to their fabulous writing by drinking juice.

Bridge to Independent Practice: “Writers, congratulations! You can all feel very proud of your small moment stories! “As you go off and read to your partner, use a strong voice. And, partners, listen closely and remember to give your partner a compliment about the writing. Tell one thing you liked about the story.”

Conferring: Help small groups/partners share their writing by modeling giving compliments, asking questions, and demonstrating listening closely. Some groups/partnerships will finish early. You can have them reread their stories and/or partner read a book of their choice until the rest of the group is finished. Then, reconvene the whole group.

Closure: Give a toast and allow for others to give a toast, if they wish. Drink juice, eat grapes, etc. Have fun!

Reflection:

Resources & References: (adapted from, acknowledgments) Calkins, Lucy. Units of Primary Study.


PERSONAL NARRATIVE 1 MECHANICS

LESSONS 19-34

Note: This section focuses on editing (spelling, punctuation, capitalization,

grammar) NOT revising (adding on/taking away/rearranging text to clarify message.

Note: You may want to dismantle the partnerships from the previous unit and organize them according to similar reading levels, in addition to behavior compatibility. If your students have reading partners, you may want to have these be the “writing partners” for this unit.]

Note: Students should be in the habit of bringing their writing folders to the carpet when it is time for the minilesson. As the year progresses, sometimes they will also need to bring a pencil or a special editing and revision pen. [TIP: Have students sit on their folders during the lesson.]


Personal Narrative 1 (19) Introduction to Mechanics Minilesson Teaching Point: Examining unreadable writing.

[NOTE: You may want to dismantle the partnerships from the previous unit and organize them according to similar reading levels, in addition to behavior compatibility. If your students have reading partners, you may want to have these be the “writing partners” for this unit.]

Standard(s):

ELA.WRT.1.4 With assistance, begin to do simple editing.

ELA.WRT.5.8 Print legibly and space letters, words and sentences appropriately.

Materials:

• Student writing samples that have some unreadable writing OR use the provided sample and pretend it is from one of the students or a student from a previous year.

• Pre-established partnerships (optional, but highly recommended!).

Connection:

“Writers, we just celebrated our small moment stories. You all did an amazing job and it was so exciting to see you share your writing. We’re going to continue to write small moment stories. But, starting today, we are going to learn how to make your good writing even better by making it easier for other people to read.”

Teach (modeling):

“I want to tell you a story. Yesterday after school I packed up all my things to go home. Then I remembered, ‘Gosh, I want to take home all of your stories and read them tonight for my bedtime reading.’”

“So, I got all cozy in bed and had all your writing on my bed. I picked up one of the stories and I was reading…”

Me and DaD and my siStr wnt to the moutin.

We wnt down the sled

“I was so excited! I wanted to know what happened next, so I turned the page and…”

thnWEplDNtheSo (Then we played in the snow)

“I was so disappointed. I really wanted to know what came next in the story. I went back and reread.” Teacher rereads the first two “pages” or sentences and models trying to figure out what the next sentence is.

“I was really sad. I couldn’t figure out the ending. Today I want to teach you that when we can’t read our own writing or our friends’ writing, we can fix it. Remember, you want other people, like me, to be able to read your stories.”

ELD: Use visual of unreadable text on chart paper or document camera.


Active Engagement (guided practice): “Writers, could you talk with your (new) partner about the last page of this story. Ask yourselves, ‘What made this last page hard to read? Why is it hard to read?’”

Possible student responses:

The letters are smashed together.

There aren’t any spaces between the words.

There aren’t enough letters in some of the words.

ELD: Give the students the language – “There are no spaces between the words,” and use a published text to compare/show appropriate spacing.

Bridge to Independent Practice:

“Writers, as you go off and write today, think about me or your friend or mom or dad. As you are writing, think, ‘Will Ms. ______ be able to read it? Think about me, sitting in bed all cozy, reading your writing. Remember, I’m going to want to be able to read your WHOLE story.”

Conferring:

Assist students with putting spaces between words.

Assist students with stretching out words, adding more letters, and using the word wall.

Remind students that you want to be able to read their writing. Assist students with rereading their writing, pointing to each word and helping them with making it more readable.

If students are able to space and spell strongly, continue to assist them with story development, adding details, inside story, dialogue, etc.

Closure:

Share writing from one or two students who realized their writing was unreadable and show what they did to make it readable (adding more letters to words, using the word wall/portable word walls, rewriting some words, making spaces, etc.).

Reflection:

Resources & References: (adapted from, acknowledgments)

Calkins, Lucy and Louis, Natalie, Writing for Readers: Teaching Skills and Strategies. pp. 2-6.


Me and DaD and my siStr wnt to the moutin.

We wnt down the sled

thnWEplDNtheSo


Personal Narrative 1 (20) Introduction to Readable Writing

Minilesson Teaching Point: Evaluating writing – Is it readable or unreadable? Standard(s): ELA.WRT.1.4 With assistance, begin to do simple editing. ELA.WRT.5.8 Print legibly and space letters, words, and sentences appropriately. Materials: • A student folder with writing samples that are hard to read and easy to read OR

teacher makes up own writing samples, some readable and some unreadable stories • Students’ folders with writing samples from previous and present unit • Pre-established partnerships • “What makes writing easy to read?” chart (sample at end of unit) [optional]

Connection:

“Writers, yesterday we talked about how to make our good writing even better – how to make our writing easier for others to read. I showed you this great story that I was reading and when I got to the end I was so disappointed because I couldn’t read the ending. You noticed the letters were all smashed together so it made part of this great story hard to read.”

Teach (modeling): “Today we’re going to examine – study – our own writing. We’re going to look at our writing and ask ourselves, ‘Is this piece easy to read or hard to read?’ If a writing piece is easy to read we’ll put it in one pile, and if it’s hard to read we’ll put it in another pile. Take out one student’s writing from a previous unit or previous year, or use your own sample. If you’re using a student’s example, you may want to shield it from the group and hold it close to your face as if you’re closely examining it. “Oh, this looks like Becky. It looks like she doesn’t feel very well”. Pause, then, “Writers, make a movie in your mind of what I just did.” “Now I’m going to try and read the words. I copied them so you all could see them and watch what I do as I try to read the writing.” Show enlarged version of words. ‘I had a…’ Hmm…this word is hard… rely Oh, I got it! ‘Really.’ Continue to concentrate to sound out the words, and then read, ‘I had a bad stumick ake.’ Yep, it looks like Becky has a stomachache.” “Will you talk with your partner just for a moment? Tell your partner what I did when I really wanted to read Becky’s writing.” Students turn and talk for a brief moment. “You’re right, I looked at the picture. Then I pointed to the words and used my phonics skills to sound out each word. I can read this writing, so I’m going to put it in the ‘Readable’ pile. The writing that I have a really hard time reading, I’m going to put in this other pile over here.” ELD: Make a sketch on chart paper of dividing papers into two piles. Emphasize in sketch the criteria for categorizing student work (“unreadable” pile has scribbles or illegible words; “readable” pile has neat, orderly text).


Active Engagement (guided practice):

“Writers, you are going to open your folders and reread the writing that is in it. When you’re rereading your writing, make two piles like I did – one pile for the readable writing (easy for you to read), and one pile for your writing that is hard to read. If you have a piece that is partly easy to read and partly hard to read, then put it in your ‘hard-to-read’ pile.”

“If you feel kind of funny about not being able to read all of your writing, don’t worry about it. It’s no big deal. Just put it in the pile that has the hard to read writing. Remember, we’re working on making our good writing even better. It’s an exciting time because you’re learning how to fix your writing so I can read it, so your friends and family can read it, so millions of people can read it!”

As students are sorting their work, help them determine if their writing is easy or hard to read. If it is easy to read, ask them to tell you why it is easy to read. Prompt students as needed with the following ideas:

• has spaces between words

• has neat handwriting

• has enough letters in each word

• has word wall words spelled correctly

• has periods to tell the reader where to stop.

Some students may say, “All my writing is easy to read.” Again, ask them to tell you why. Also, you can tell them you are going to be their editor and examine a piece or two of their writing.

ELD: Give students the following sentence frames to talk about their work:

(Beginner) “This piece has __________.”

(Intermediate) “This piece doesn’t have ____________. ”

(Advanced) “This piece has ________ and ____________ but not____________.”

“Writers, let’s make a chart of all your smart ideas about what makes our writing easy to read.” The following is a possible list. Try not to make the list too long for today. As you progress with this unit, you and your students can add to the list during future minilessons.

What makes writing easy to read? • has spaces between words

• has neat handwriting

• has enough letters in each word

• has word wall words spelled correctly

• has periods to tell the reader where to stop

[NOTE: You could do the ‘Active Engagement’ component with students examining their partner’s writing and then, as a team, they divide the writing into two piles. You could also do an additional lesson, if you feel your students need it.]



“Writers, if you are in the middle of a piece, before you write, go back and reread it. As you’re reading, think about our chart, and, like yesterday, think about me or your friend or mom or dad. As you are writing, think, ‘Will Ms. ______ be able to read it? Think about me, sitting in bed all cozy, reading your writing. Remember, I’m going to want to be able to read your WHOLE story.”

Conferring:

As you are helping students, refer to the chart.

Assist students with putting spaces between words.

Assist students with stretching out words and using the word wall.

Remind students that you want to be able to read their writing, assist students with rereading their writing, pointing to each ‘word’ and helping them with making it more readable.

If students are able to space and spell strongly, continue to assist them with story development, adding details, inside story, adding dialogue, etc.

Closure:

Share writing from one or two students who realized their writing was unreadable and show what they did to make it readable (adding more letters to words, using the word wall/portable word walls, rewriting some words, making spaces, etc.).

Reflection:


Calkins, Lucy and Louis, Natalie, Writing for Readers: Teaching Skills and Strategies. pp. 2-6.


What makes writing easy to read?

• It has spaces between words.

• It has neat handwriting.

• It has enough letters in each word.

• It has word wall words spelled correctly.

• It has periods.


Personal Narrative 1 (21) Revisiting Complete Sentences

Minilesson Teaching Point: Students will practice identifying and writing complete sentences.

[NOTE: This lesson has a lot of prep, but you can save the materials for next year. Also, you could reteach the intro lesson from the Launching Unit with the updated “Complete Sentences” chart.]

Standard:

ELA.1.WRA.5.6 Attempt to use periods, exclamation points, and question marks when writing complete sentences.

Materials:

• “Complete Sentences” template plus small versions of the template for partners to use during the lesson

• Pocket chart

• Sentence strips with sentences cut into two parts written in two different colors for the pocket chart (Suggestion: use orange for who or what and green for action)

• Smaller versions of sentence parts in two different colors for pairs of students (see sentence suggestions from Scott Foresman following this lesson or change sentences to match your specific class curriculum)

• Glue sticks

• Sticky notes (optional)

Connection:

“We’ve been working really hard on making our good writing even better by making our writing easier for ourselves and others to read. I want to remind you of another way to make our writing easier to read. Since the beginning of the school year we’ve been talking about writing complete sentences. And guess what?! This is another way to make our writing easier for us to read.”

Teach (modeling):

“Remember our ‘Complete Sentences’ chart? Well, I revised it – fixed and fancied it up! We’re going to use this chart to help us with our writing.”

Refer to updated “Complete Sentences” chart as you are talking. “To write a complete sentence we need to tell ‘who or what did something.’ This is the naming part of the sentence (See Scott Foresman “Grammar and Writing Practice Book,” Pig in a Wig story). And then we need to explain ‘what they did,’ the action part of the sentence.”

“I have some sentence parts and I’m going to see how they fit together.” Read the sentence parts and model your thinking aloud. “Each sentence needs to have a ‘who’ or


‘what’ part and those are (orange) and a ‘what they did part and those are (green). I remember, too, the action part has a period at the end. This will also help me put my sentences together correctly. The period tells me the idea is finished and that I need to stop.” (See sentence fragments following this lesson.)

The cat walked to the store.

We picked me up.

My mom hurt its paw.

The car

“Let’s see…what makes sense?” Switch sentence parts on the pocket chart. “Gosh, ‘The car?’ That doesn’t make sense. That is not a sentence! Now I’m going to reread these other sentences to make sure they make sense.”

ELD: Point to chart and pictures as you model thinking aloud.

Chart should have visuals.


“Writers, now it’s your turn to practice! You and your partner will each get three naming parts – the ‘who or what’ part of the sentence, and three action parts – ‘what they did.’ You’ll also get a mini version of this chart. You and your partner get to glue your sentence parts onto your chart.”

Pass out mini “Complete Sentences” charts (1 per pair), sentence parts in 2 different colors (or photocopied on 2 different colored sheets of paper), and glue sticks. (See attached sentence fragments.)

ELD: color code “naming parts” and “action parts” for partner work. Color-coded cards could have visuals to show who/what or action. [TIP: Use orange for naming part, green for action.]

After a couple of minutes, even if not all are finished, have students turn their attention back to you. “Who would like to share a complete sentence they put together with the naming part –the who or what and the action part – what they did? How do you know the sentence is complete?”

Use enlarged version of student sentence parts and put them on the pocket chart as the student shares the sentence with the whole group.


“As you write today, remember that complete sentences have two parts: ‘who or what’ – the naming part and ‘what they did’- the action part. Remember, after you write the action part, you need to put a period!”

“After you write and then check to make sure you have complete sentences, make sure you put your name on a sticky note and post your name on our ‘Complete Sentences’ chart. I really want to see your name on our chart so I know you checked your writing!”


Conferring:

Carry a mini version of the chart or refer to a child’s chart as you confer with them about complete sentences.

Does your sentence have a “who or what?”

Does your sentence have “what they did?”

Is this a complete sentence (use the chart)? Prompt students to use end punctuation. With more advanced writers, encourage them to use question marks and exclamation marks as well.

Closure: Select 2-4 students to share one sentence from their small moment and to explain how they know it is a complete sentence.

It has a ‘who or what’ – naming part.

It has ‘what they did’ – action part.

It has a period at the end of the action part.

OR

If a student noticed they didn’t have a complete sentence, he/she could share the first version and then the changed version.

Reflection:


Mastering the Mechanics by Linda Hoyt and Teresa Therriault


Complete Sentences “who” or “what”?

(Naming Part)

What did they do? (Action Part)


Sentence examples for Teaching portion of the lesson:

The cat walked to the store. We picked me up. My mom hurt its paw.

The car Sentence examples for Active Engagement part of the lesson:

Mom gives milk. The hen gets the eggs. The cow lays the eggs.

toots its horn.


Personal Narrative 1 (22) Reread and Touch Each Word Minilesson Teaching Point: Reread and touch each word.

[NOTE: This lesson is OPTIONAL. You could skip to the next lesson.]

Standards:

ELA.1.WRT.1.4 Begin to do simple editing.

Materials:

• Chart Paper

• Pen

• Planned sample story to write in front of class

• Sample of student’s writing

Connection:

“When I write something, I want the words I write to match the words I say. Excellent writers get their ideas on paper and then they reread to check to make sure all their words are on their paper. We practiced this writing strategy when we ‘fixed up and fancied up’ our Small Moment stories for our writing celebration.”

Teach (modeling):

“When I am writing, I get my ideas down on the paper first and then I reread to make sure it says what I think it does. Watch me.”

“I already made my movie in my mind, so now I will write my story.” Quickly write a sample on chart paper or use some version of the following:

I was sitting on the couch.

I thought, “I need to get ready for bed.”

Suddenly, Bailey, my cat, jumped on my lap.

“Oh, no! Now I can’t go to bed,” I said.

“Now, I will reread to make sure it says what I wanted it to say and make sure it makes sense. As I reread I will touch each word. I want to be sure I didn’t leave out any important words.” Reread, touching each word.

“Writers, talk about the way I reread my writing today. What did you notice me doing? What did you hear me doing? Why was I doing it?”

“Writers, authors get their ideas on the paper first and then after writing they reread their writing and touch each word to make sure they did not leave out any words. They want their talking to match their words on the paper.”

ELD: Supported by use of text on chart paper and re-reading by teacher.



“Today we are going to look at a piece of first grade writing. We’re going to read the story together first on the chart and then you and your partner are going to get your own copy of the story and practice the ‘reread and touch each word’ strategy.”

After reading the story as a whole group, pass out copies to partners. Assist students as needed with touching each word.

“Writers, turn and talk and remind yourselves what good writers do to make sure their writing makes sense.”

“Remember writers we are working on this editing strategy to help us catch missing words.”


“Today as you are writing I would like you to try rereading and touching each word after you write.”

Conferring:

Check in with students and watch them reread their writing touching each word as they read. If a student leaves out a word, teach them to use a caret and add the word (using a class editing pen).

Continue to refer to the “What makes writing easy to read?” chart to aid students in making their writing easier to read.

For the advanced learner, start teaching them more advanced punctuation (periods, question marks, exclamation marks, ellipses, quotation marks, etc.).

Closure:

Have students’ peer-edit and use a piece of writing to show how they can reread and touch each word as you reread.

“Remember, writers get their ideas on the page and reread and touch each word to make sure they did not leave out any words.”

Reflection:


Hoyt, Linda and Therriault, Teresa, Mastering the Mechanics Grades K-1


Personal Narrative 1 (23) Reread to Add Carets and Missing Words

Minilesson Teaching Point: Reread and touch each word

Standards:

ELA1.WRT.1.4 With assistance begins simple editing.

Materials:

• Chart Paper

• Markers

• Pre-written sample story written on chart paper (or used attached)

• 1 copy of sample story for each partner pair (or each student)

• Editing pens (any universal marker you have available for all students)

Connection:

“Writers, yesterday we practiced rereading and touching each word to make sure our writing matches our words. Sometimes when we reread we find that we have forgotten a word in our writing. When we forget to write a word, we must add it so the reader can understand our story.”

Teach (modeling):

“Today I am going to reread my writing from last night and check for missing words. If I find words are missing, I get to use a special editing pen to add the missing words. This special pen is ONLY for editing to write the missing word, NOT to write your story.”

Read and touch each word.

Fun at the Beach

This summer I went the beach with my family. We drove in the car and sang songs the radio. We made sandcastles the sand and had a fabulous day! I love going to beach with my family.

“I meant to write, I went ‘to’ the beach. When writers find a missing word, they must add the word to their writing. Using my special editing pen, I am going to add a symbol called a caret. It is not the carrot you eat. It is a symbol professional writers use to edit their work. Between the words ‘went’ and ‘the,’ I need the word ‘to’ so I am going to draw the caret symbol. I draw it like a mini-carrot, a mini-mountain between the two words. Then I write the word ‘to’ at the top of the mountain. Then I reread the sentence to make sure it is correct, make sure it makes sense.”

Reread sentence with the added word:

This summer I went to the beach with my family.

“Good! Now I can continue reading to see if I am missing any other words. I will use a caret to add any words I may have forgotten to write.”


Continue reading the second sentence. “Did you notice any missing words?” Model using a caret to add ‘with’ between ‘songs’ and ‘the.’

ELD: Supported through your modeling on chart paper. Add illustrations prior to lesson to aid students.


“Now it is time for you to read the rest of the story. Mark the two corrections we found so far on a copy of your own.” (Pass out copies of the story and editing pens.)

“Now listen and touch each word as I read the next sentence. Listen for any missing words.” Ask for suggestions and have students add the word “in” between “sandcastle” and “the.” Repeat for the fourth sentence. Students add “the” between “to” and “beach.”

“Writers, turn and talk and remind yourselves what good writers do to make sure their writing makes sense.”


“Today I would like you to try rereading and touching each word after you write to listen for missing words. If you find a word is missing, use the editing pen and a caret and add the missing word to your story.”

Conferring:

Check in with students and watch them reread their writing touching each word as they read. If a student leaves out a word, help them use a caret and add the word (using a class editing pen).

Continue to refer to the “What makes writing easy to read?” chart to aid students in making their writing easier to read.

For the advanced learner, start teaching them more advanced punctuation (periods, question marks, exclamation marks, ellipses, quotation marks, etc.).

Closure:

Have students peer-edit and use a piece of writing to show how they used an editing pen to add a caret and missing word. “Remember, writers get their ideas on the page and reread and touch each word to make sure they did not leave out any words. They want to make sure their writing makes sense.”

Reflection:




Fun at the Beach

This summer I went the beach with my family. We drove in the car and sang songs the radio. We made sandcastles the sand and had a fabulous day! I love going to beach with my family.


Personal Narrative 1 (24) Using Known Words to Spell Other Words

Minilesson Teaching Point: Using known words to spell other words.

[TIP: Mark the word wall words that can be used to spell other words with an * sign (e.g., at*, play*, me*, can*).]

Standards


ELA.1.WRT. 5.3 Notice when words are misspelled and use available resources.

Materials:

• Chart paper and markers

Connection:

“Last night I was writing a letter and I noticed something writers do. Writers use words they can already spell to write other words. I was writing about what I like to do in the spring in Portland. I used the word ‘ring’ to help me spell ‘spring’. I just added /sp/ to the front of ring, /sp/ring/, spring. I used the word ‘like’ to help me write the word ‘bike’. ‘Like’ and ‘bike’ rhyme and can be spelled with the same ending, i-k-e.”

Teach (modeling):

“Today, if I want to write about going to the beach and playing in the sand, I can use the word and to spell sand, I just need to add the /s/ to /and/… sand. I can spell play by using the word day. Use the /ay/ and add /pl/ to the beginning, /pl/ay…play!”

“Turn and talk to your writing partner about words you might use to help you spell other words”.

ELD: Write words on chart paper as you discuss them. Refers to Word Wall if mentioned words are posted.

Point out that these words have an * mark to tell you that you can use them to write other words.



“Writers, today we will practice using words we know to spell other words. On your board write the word wall word ‘and.’ We can use ‘and’ to spell ‘hand.’ Write hand, /h/-/and/, ‘hand’ on your board. I can also use’ and’ to spell ‘sand,’ /s/-/and/. Write ‘sand’ on your board. Good work! The words I already know can help me spell new words, then I can write my sentence, ‘The sand ran through the fingers of my hand.’”

“Turn and talk and tell your partner what other words you can spell using ‘and’ in your writing.”

ELD: Write word family on chart paper. Give sentence frames:

(Beginner) “I can spell ________ with “and”.

(Intermediate) “I can spell ______ and ________ using “and”.

(Advanced) “I can spell _________, __________ and _________ using the word “and.”


“Today in your writing use words you know to spell new words. This is an excellent writing strategy authors use to help them with their spelling.”

Conferring:

Meet with students to use spelling strategies: stretching and sounding out, word wall, known words, syllables.

Closure:

Share student writing where they use known words to spell other words.

Reflection:




Personal Narrative 1 (25) Reread to Add More Letters

Minilesson Teaching Point: Rereading to add more letters.

[NOTE: If you have already introduced editing pens, have students bring them to the meeting area at the beginning of writing workshop.]

Standards:

ELA.1.WRT.1.4 Begins to do simple editing.

ELA.1.WRT.5.3 Notices when words are misspelled and use available resources.

ELA.1.WRT.5.4 Demonstrates phonetic to transitional spelling when independent.

Materials:

• A piece of writing written by teacher with sound out spelling (or the sample following this lesson)

• An enlarged student sample with words that need more letters or use one of your own examples or the one provided at the end of this lesson (Make 8 ½ x 11 copies for partners during Active Engagement)

• Class set of editing pens (all one color – they could be felt tip or ball point)

Connection:

“As writers we have been stretching out sounds and writing the sounds we know. There is another very important job writers have to do. Reread your writing to see if there are any more letters you can add.”

Teach (modeling):

“As I touch each word, I am thinking about the letters I know and I am thinking of letters I can add! “ Read first sentence of the sample writing touching each word as you read (see attached example).

Rosie is my favit pet.

“Look at the word ‘favorite.’ This is a long word. When I read this word I can clap out the syllables to help me hear the sounds and add more letters. Clap with me. FA-VOR-IT. I hear the OR in the middle of favorite. I am going to add OR to the middle of my word.”

Continue modeling the strategy with a couple of more words from your story:

I luv my dog. She is the bst. She is a gd pet becuz she is srt. She is butfl to me.

“As I touch each word and think about letters I already know, I start to think of other letters I can add. Rereading is helping me add letters. Writing partners, think together and tell each other what you saw me doing as I added more letters. What did you hear me doing? How will rereading help you add more letters to your words? Turn and talk with your partner.”



“Today we will also look at a piece of first grade writing.” You can invite a student author to read their writing to the class OR you can share an example. Students first compliment the author after she reads.

I have a tr sing in my bk y__d. I go so hige! I feel like I am flyng. I love the tr sing!

(Translation: I have a tire swing in my backyard. I go so high! I feel like I am flying.)

“Stretch out the words with your partner. Do you hear the same sounds as the author? Do you hear any sounds we can add? You and your partner are going to get your own copy of the author’s writing and this special editing pen. If you find any places where the author could add more letters, go ahead and add them.” (Pass out papers and pens.)

If time permits, share what changes students made. If it feels like time to move on, you could share the changes during ‘Closure’ or at the beginning of tomorrow’s lesson.

“First graders, this is an editing strategy that authors use. We will be using it in our writing as well.”

ELD: Supported through teacher modeling on chart paper. For sharing provide the following sentence frames:

(Beginning) “I like your piece.” (Intermediate) “I like your piece because _______________.” (Advanced) “I like how you wrote __________ and ___________ in your piece.” Bridge to Independent Practice:

“Today after you write, go back and reread and touch each word. Listen to see if there are any letters you can add to your words that help us read your story.”

Conferring:

Meet with students and have them reread their writing and listen for words that they can add letters to. Help emergent students with beginning/ending sounds and help advanced students use syllables to help add letters to their writing.

Reinforce the use of the word wall (portable ones as well) and spelling charts.

Closure:

Share 2-4 students’ examples of words they stretched out or words they checked and added more letters to; OR students can partner-share writing that they edited to add more letters to a word.

Reflection:




My Pet Rosie Rosie is my favit pet. I luv my dog. She is the bst.

She is a gd pet becuz she is srt. She is butfl to me.

I have a tr sing in my bk y__d.

I go so hige!

I feel like I am flyng.

I love the tr sing!


Personal Narrative 1 (26) Checking the Content of Small Moment Stories

Minilesson Teaching Point: Reminding students to write focused Small Moments.

Standard: ELA.1.WRT.2.2 Write a focused personal narrative.

Materials:

• A teacher list-like story and then a ‘zoomed in’ story

• Student writing folders or journal

• Chart paper

• Sticky notes

• Small Moments list from Lesson PN1-8

Connection:

“Writers, you’ve been writing stories for several days now. You’ve been learning to make your good writing even better! You’ve been learning to make your writing easy to read and that is important. Today, let’s revisit and go back and check to see if your writing retells one small moment that happened.”

Teach (modeling):

“Writers, listen to the story I wrote.”

Yesterday I went to dinner with my family. I went to the library. At home I watched a movie.

“When I read this again, I realized that I had several different small moments and that my story sounded more like a list. Going to dinner is a small moment. Going to the library is a small moment and watching a movie is another small moment. Instead of making a list, I can zoom in on just one of these small moments.”.

Model thinking aloud: “I want to zoom in on going to dinner. Let’s see, what happened first? I went to Kenny’s restaurant. I’m going to write that down. What did I do next? I ate a pastrami sandwich.” (Write): I ate a pastrami sandwich and a salad. (Think aloud): “What happened last? I had ice cream.” (Write): I ate chocolate ice cream.

“Before I am done, I want to check my writing.” (Model referring to Small Moments checklist) “Thumbs up if you think I… use ‘I,’ tell what happened, and tell my story in order.”

ELD: Teacher uses a sketch on chart paper to illustrate: Yesterday I went to dinner with my family. I went to the library. At home I watched a movie. Sketch for dinner has more details and teacher writes the words “zoom in” and uses the visual of a camera or binoculars.



“Now writers, I would like to invite you to look through your writing folders/journals for a story that goes on and on and on - a story that has more than one small moment like mine. Find one part that you can turn into a whole story.”


As you write today, stop and reread from time to time to see if your story is one small moment or if it goes on and on. If it goes on and on, zoom-in on one small moment.

Conferring:

Use Small Moment checklist to guide your discussion with select students.

Partners review a few stories together.

Closure: Whole group sharing. Selects or ask for volunteers to share a story that was more than one small moment and tell how they could zoom-in on just one small moment.

Reflection:


Small Moment Checklist


Personal Narrative 1 (27) Why Do We Use Punctuation?

Minilesson Teaching Point:

Students will attempt to identify where and when punctuation is needed.

[NOTE:. THIS LESSON CAN BE RETAUGHT AND ADAPTED AS NEEDED THROUGHOUT THE VARIOUS WRITING UNITS. ]

Standard:

ELA.1.WRA.5.6 Uses correct ending punctuation.

Materials:

• “I put periods at the end of my sentences.” chart (see updated version from Launching Unit)

• Sticky notes

• A short student writing piece with no periods, a second version with periods (example provided following this lesson or make up one to fit your class needs)

• An additional teacher example written up with no periods (example follows lesson)

Connection:

“We’ve been working really hard on making our good writing even better, making our writing easier to read. You’ve been rereading your writing and checking for missing words. You’ve learned to add more sounds to your words. You’ve also been checking your word wall words. All of these strategies you are using are making your writing easier for you to read and easier for others to read.”

“But, writers, we now have a new problem. Now that you are writing more and your stories are longer it’s becoming a little trickier, a little harder, to add punctuation at the ends of your sentences, to add periods at the ends of your sentences.”

Teach (modeling):

“Listen to this story and see if you can notice the problem”. (Exaggerate as you read how there are no periods and you are out of breath.)

I was dribbling the soccer ball Isabel came I tried to get the ball she dived at me on accident I cried my mom and dad helped me and I went back in the game

“What’s my problem?” Students will probably volunteer that there are no periods. If not, tell them. “You’re right. There are no periods. I got really confused reading it because I didn’t know where to stop and think for a moment. That’s what periods do – they show our readers where to stop and think and then go on to the next stop. Now look at the story with punctuation, with periods at the end of the sentences.”

Pull out the new version of the story with end punctuation.

I was dribbling the soccer ball. Isabel came. I tried to get the ball. She dived at me on accident! I cried. My mom and dad helped me and I went back in the game.


“Gosh, that was so much easier to read and understand, wasn’t it?

“When I’m writing, sometimes I get so focused on getting my words down on the paper that I forget to add end punctuation, periods at the ends of my sentences. Listen to my writing and notice how I have trouble reading it. I don’t have any periods or any capital letters so I’m not sure how to read it. I’m not sure how it should sound. It could sound like this” (Read it as if the periods are at the end of the line and touch each word as you read):

On Monday I heard

a knock on the

door I wondered who

it was

“Or I could read my piece like this” (touch each word as you read):

On Monday I heard a knock

on the door I wondered

who it was

“So, what writers do is reread their pieces and decide how they want it to sound. I put in periods to teach other people, my readers, how to read my writing.”

“Watch me as I reread and add end punctuation, add periods, to make it sound like I want it to sound.” Model thinking aloud, exaggerating pauses and then placing periods. Add capital letters, but don’t emphasize this point, unless your students are ready for it. This is an end punctuation lesson.

“A period is a dot that acts as a sign to my reader. A period tells my reader how to think like I did about my story. A period is a mark that tells readers that they need to stop and think for a second about the idea they just read before they go on to the next thought.” (Lucy Calkins, p.105, Session XIV: Peer-Editing: Punctuation)

ELD: Teacher shows versions of stories with and without punctuation on chart paper or using document camera as she reads them.


“Writers, I need you to act as my editors. I need you to help me figure out where I need to put more periods to ‘break up the rest of my ideas.’ I want my story to sound like this: On Monday I heard a knock on the door. I wondered who it was. It was the mailman with a package for me. I jumped up and down!”

“Partners, reread what I wrote and tell your partner where I need to put my periods so that my writing matches my thinking.”

Elicit responses from students.

“You need a period after ‘me.’”


“You need a period after ‘down.’” (Some students might say you need an exclamation mark here. You can say that you are adding a period with a line on top. All sentences end with periods, but some have exclamation marks or question marks on top!)

Reread the piece. “I like that. It sounds like I wanted it to sound. This is how I want my readers to read my writing. Thanks for your help!”

“I want to show you one more thing, and it’s something that we’ve talked about since the beginning of the school year. After you put in the period, you need to make the next letter a capital letter. ‘The period says one idea has ended and the capital letter tells my readers that another idea has begun.’” (Lucy Calkins, p. 106, Session XIV: Peer-Editing: Punctuation)


“As you write today and every day from now on, think about how you want to break your ideas apart. Use your periods and capital letters to let your readers know where one idea ends and another idea start. When you do this, you are telling your reader to think like you. If you get stuck on where to put your periods, your writing partner can help you break your ideas apart and put in those periods.”

“After you put periods in you writing, make sure you post your name on our chart, ‘I put periods at the end of my sentences.’”

Conferring:

Reinforce to students that it is THEIR writing and they get to decide how they want it to sound.

Encourage PARTNERS TO HELP EACH OTHER AS THEY ARE WRITING.

Have students reread their writing to you and help them notice where they pause and then help them put in periods.

Read students’ writing to them in different ways, asking them where they want you to pause.

Read students’ writing the way it is written. It may have no punctuation or punctuation in the wrong places. Again, exaggerate as you read.

If students are still stuck, read their writing the way it should sound, exaggerating the ‘pauses’ and telling them where to put the periods.

Advanced learners – teach them advanced punctuation - ! ? …

ELD: Model for the students how it should sound and tell them where to put periods, if necessary.


Closure:

Teacher emphasizes all the students who posted their names on the “periods” chart.

Students bring their folders and a writing utensil to the meeting area. Partners read Partner One’s story and check together for periods. Then, they do the same with Partner Two’s writing.

OR Teacher writes up a student’s story and the class helps this student put in periods. The child reads the piece and then the students talk with their partners and share out where punctuation is needed.

Reflection:


Calkins, Lucy and Louis, Natalie, Writing for Readers: Teaching Skills and Strategies.


I was dribbling the soccer ball Isabel came I tried to get the ball she dived at me on accident I cried my mom and dad helped me and I went back in the game I was dribbling the soccer ball. Isabel came. I tried to get the ball. She dived at me on accident! I cried. My mom and dad helped me and I went back in the game. On Monday I heard a knock on the door I wondered who it was it was the mailman with a package for me I jumped up and down


Personal Narrative 1 (28) Editing My Writing

Minilesson Teaching Point: Using an editing checklist.

Standards:

ELA.1.WRT.1.4 With assistance begin to do simple editing.

Materials:

• Writing sample for modeling (sample following this lesson)

• Editing Pen – felt pen

• Enlarged copy of “Editing Checklist” (resource section of this unit)

• Individual copies of “Editing Checklist” (resource section of this unit)

Connection:

“As writers, we know it is important to reread our writing. Earlier we learned about rereading and touching each word to see if our writing made sense. As writers, we also know there are several things that we must check for to make sure our writing is easy to read. Often times, writers will make a list of important things to check for. We call this an editing checklist. Today I’m going to show you how I use an editing checklist to edit my writing.”

Teach (modeling):

Reads and show checklist: “This is a list of things that are important for my writing to have.” Share the chart, reads each line item, and gives a brief explanation of why it is important.

“I’m going to read my writing, and carefully check for one thing at a time. I’ll use an editing pen to make notes or changes. First, I’m going to reread my work and check to see if I have spaces between words. When I am missing a space, I make a slanted line between the words so the reader can tell that it should be two separate words, not on,. (got/a). Okay, I’ve checked for spaces so I can put a check mark in this box under ‘yes.’”

“Now I am going to quickly reread my work to see if my handwriting is easy to read. Can others tell what letters I’ve written? If a word or letter is not readable, I need to use my editing pen and write the letters clearly.” Refer to checklist. “Okay, now I can make a check mark here (under ‘yes’) because I’ve checked my handwriting.”

“Now I’m ready to carefully reread my writing again. This time I want to pay close attention to long words that I’m not sure how to spell. This word is ‘Albertsons’ which is the name of the store. I’m going to clap this word out, and stretch out each syllable slowly. I’m going to check to see if I’ve written all the sounds I hear. (add l, r,) Now I can check off that I’ve checked long words.”

“This time, I’m going to carefully re-read my writing and pay close attention to words that I know are on the word wall. As I read them, I’m going to ask myself, “Do they look right? If I’m not sure, I’m going to look for the word on the wall. (wint) I can check off word wall words.”


“Now, I’m ready to reread my writing to check to see if I have a period at the end of every sentence. Now I know I’ve checked my writing and all my sentences end with a period. I can check that off my list too.”

“Writers, did you notice how many times I reread my work? It would have been too hard to check for everything on the list all at one time.”

ELD: Use visuals on editing checklist. Teacher models explicitly how to use checklist.


“Close your eyes and tell yourself what you noticed. How did I use the editing checklist? What did I do? What were the reasons I reread? Now, turn and tell your partner.”


“Today, we will end our writing workshop time early so that we can all practice using the editing checklist.”

Allow for 10 minutes to do this. Remember, you need to check your writing carefully checking for one thing at a time. You will be rereading your writing at least 5 times.

Conferring:

Assist students who have difficulty rereading their work.

Assist students who have difficulty with one specific editing item.

Closure:

“Writers use editing checklists to help them remember what to look for when they reread. There are so many important things writers must do. We have to reread our writing for each item on our list.”

Reflection:


Hoyt, Linda and Therriault, Teresa, Mastering the Mechanics


I wint to ab___ sn store. Mom gota cart full

of food I picked out the ice crem


Personal Narrative 1 (29) Capitalizing Proper Nouns: Names and Places

Minilesson Teaching Point:

Using capital letters at the beginning of each sentence and proper nouns.

Standards:

ELA.1.WRT.5.7 Using capitals appropriately.

Materials:

• Scott Foresman Reading Street Unit 2, Wells, Rosemary A Big Fish for Max p.19

• Copy of text from A Big Fish for Max

• 1 highlighter per student

Connection:

“A few weeks ago, we talked about using a capital letter at the beginning of each sentence. Writers also use capital letters at the beginning of every name, and when they use the word ‘I’. Today, we’re going to see how writers use capital letters.”

Teach (modeling):

Think aloud: “I’m going to write a sentence. ‘The dog belongs to Ann.’ I know the first letter of the word the is a /t/ - how should I write it?” (class responds – capital) Continue to write the rest of the sentence. Before writing the name Ann, pause and explain that names are important so all names begin with a capital letter. “So when I write the name Ann, what kind of a letter should I use?” (class responds – capital)

ELD: Teacher makes a list of names of students in the class emphasizing the capital at the beginning of each name.


“Today, let’s look at a story that we’re all familiar with, A Big Fish for Max.” Teacher shows story. Do a quick summary of the story. “You are each going to get a copy of part of the story.” (Pass out copies and highlighters.)

“We all know good readers use their reading finger to track each word. As we read this part of A Big Fish for Max together, check to see if the author began each sentence with a capital letter. When you come to the first word of each sentence, highlight the capital letter – only the capital letter.” (Go through the text – call on a student or ask the class, “Which letter did you highlight?”)

“Now we’re going to look for other words that writers capitalize. Names are very important so when we write a name, it is always capitalized. As we read through A Big Fish for Max again, let’s check to see if the writer started each name with a capital letter. As you read a name, highlight the uppercase letter.” (Go through the text – call on a student or ask the class, “Which letter did you highlight?”)



“It’s your turn to check a piece of your own writing. Select one piece of writing from your folder/journal. It can be one you have already finished or the one you are currently working on. As you re-read your writing, highlight the capital letter at the beginning of each sentence. Also highlight the first letter of every name you used. If you forgot to use a capital letter, you can change it.”

Conferring: Teacher can assist students who have difficulty with what a sentence is by reading their text with them.

Closure: Writing partners share their writing, focusing on the use of capital letters.

Reflection:


Scott Foresman Reading Street Grade 1 Unit 2, Wells, Rosemary, A Big Fish for Max


Scott Foresman Reading Street Grade 1 Unit 2, p. 19 A Big Fish For Max

The path in the park led to the pond.

“Max can fish in this pond,” said Ruby.

Max sat.

He got a red ball in his net.

But no fish bit.

Then Max got a black ship in his net.

But no fish bit.


Personal Narrative 1 (30) Using Periods

Minilesson Teaching Point: Using periods at the end of sentences.

Standards:

ELA.1.WRT.5.6 Attempt to use periods.

Materials:

• Scott Foresman Reading Street Grade 1 Unit 2 Who Works Here? P. 72

• Red marker

• Chart paper

• Optional: Stop signs for students to hold up for periods (see pattern at end of lesson to run on red cardstock)

Connection:

“We have talked about making our writing easier for readers to understand by giving them signals to pause—punctuation. We have been using punctuation. However, I’ve noticed that sometimes we need to give our readers a few more signals.”

Teach (modeling):

“I want you to listen carefully, as I read part of the story, Who Works Here?” Read pages 72 – 73 with no pauses, stops and awkward intonations and phrasing. “What did you think about how I read? (Someone will note that it didn’t make sense, there were no periods, etc.) “When I read these sentences to you, I read it without any periods. Without periods, it was hard for me to read and understand what I just read. Writers use periods to tell the reader how to read their words. By telling the reader how to read their words, writers are also telling the reader how to think like they did as they wrote it, one idea at a time. Today we’re going to practice using periods.”

“I’m going to re-read this part of Who Works Here? But this time, I want you to raise your sign/hand whenever you hear a complete sentence – whenever there should be a period.” (Read p. 72-73 ) Whenever students raise their hands, acknowledge them by “pausing” and saying something like, “Yes, there is a period. Yes, that’s the end of a sentence.”

ELD: Refer to “Complete Sentence Chart” to guide students thinking. Show text of Who Works Here either on chart paper or using document camera. Circle, highlight or underline the “who/what” using one color and “action” using another color.


“Today, you are going to help me write a small moment. This is what I want my story to say.” (Read as you write):

Yesterday I went for a bike ride We rode to the park It started to rain so we went home

“Turn and tell your partner where I should put periods so my words match my thinking.”

“Now let’s re-read this again. Whenever there needs to be a period, hold up your hand/sign and I will add a period.” Add periods when applicable.



Students select one piece of writing to look at with partner. “Today, you and your partner are going to read one piece of writing at a time. As you read, use your stop sign/hand at the end of the sentence. If you forgot to add a period, be sure to write it in.”

Conferring:

Meet with a small group of students who may have difficulty reading their work or identifying a sentence.

Closure:

“From now on, whenever you write, think about how you want the reader to read your work. You know that writers use a period and a capital letter to let the readers know where a sentence ends and begins.”

Reflection:


Calkins, Lucy and Louis, Natalie, Writing for Readers

Sigmon, Cheryl M. and Ford, Sylvia M, Just-Right Writing Mini-Lessons

Scott Foresman Reading Street Grade 1 Unit 2


Personal Narrative 1 (31) Question Marks

Minilesson Teaching Point: Using Question Marks.

Standards: ELA.WRT.5.6 Attempt to use questions marks.

Materials:

• Chart paper

• Marker

• Optional: 3 x 5 cards with a question mark on one side and a period on the other

Connection:

“Yesterday we practiced giving readers a signal to pause by using a period. Today we are going to see how writers use a different signal—a question mark—to ask the reader to respond or answer.”

Teach (modeling):

“Writers use periods at the end of complete sentences that are telling us something. When we write a sentence that is asking something, we need to have a question mark at the end. The question mark tells readers they need to respond.”

“Today I am going to write questions that you and your partner will answer. Watch as I write asking sentences that start with a capital letter and end with a question mark.”

(Write): What is your favorite animal? Where is your favorite place to sit and write? Who is a kind friend to you?

“First graders, please turn and talk to your partner about my questions. What did I put at the end of a question? What is the purpose of the question?”

ELD: Teacher teaches a gesture (shrugging shoulders) or uses a visual of someone shrugging shoulders to accompany introduction of question mark.


“Writers, today we are going to listen for asking sentences and telling sentences. Thumbs up if the sentence is an asking sentence.”

(optional variation- Use 3 x 5 cards with a question mark on one side and a period on the other. Students raise the card and show the correct punctuation mark.)

Read sentences aloud.

We see zebras.

Can you see the zebras?

Where are the hippos?

Hippos hide in the water.

Can elephants swim?

Elephants can swim.

“Turn and talk and ask your partner an asking sentence.”



“Before you begin writing today with your partner, you are going to be a detective. In your anthology, find a page with an asking sentence that begins with a capital letter and ends with a question mark. Show your partner this page and have them check to make sure it is an asking question that uses a question mark. Take turns.”

“In your writing today if you are asking a question, remember to use a capital letter at the beginning and a question mark at the end of your sentence.”

Conferring:

Work with students to reread writing for correct punctuation marks. Review what makes a complete sentence with students who need it. Students who are ready can discuss using questions for non-fiction writing.

Closure:

Students share sentences with question marks, either in their writing or from the anthology.

Reflection:



Scott Foresman, Unit 1 Anthology


Personal Narrative 1 (32) Exclamation Points

Minilesson Teaching Point: Using Exclamation Points.

Standards:

ELA.1.WRT.5.6 Attempt to use exclamation points, periods, question marks.

Materials:

• Chart paper and markers

• Dry-erase boards and pens or clipboards, paper and pencils

Connection:

“Last night when I was writing in my journal, I was writing some strong feelings and it reminded me that an exclamation is a sentence that shows strong feelings. When writers, write about a strong feeling they need to use an exclamation mark to end their sentence.”

Teach (modeling):

“Writers use an exclamation point at the end of sentences and single words that express a strong feeling. If I want to tell about a time I was very happy I can write…”

It was fabulous day!

“If I want to write about a time I was upset, I can write…”

I was so mad, I turned and stomped away!

“I use an exclamation point to show my strong feelings. Good writers use exclamation points to show a strong emotion”.

ELD: Teacher teaches a gesture (hands in the air) or uses a visual to introduce the exclamation point and how it is used.


“Today you and your writing partner are going to write a sentence that expresses a strong feeling. It can be happy, sad, mad, excited, etc. Turn and talk to your partner about a strong feeling you have had.”

“Now write a sentence that expresses that feeling. Use an exclamation point at the end. Then share your sentence with your partner. Does your sentence express a strong feeling?”


“Writers, today as you are writing, watch for places where you express a strong feeling. Use an exclamation point if you are writing about a strong feeling.”


Conferring:

Meet with students to check punctuation. Are they using any? Can they reread their writing and find where punctuation, especially exclamation points, might go?

Closure:

Peer-share or whole group share sentences where students used exclamation points.

Remind students that writers use an exclamation point at the end of sentences and single words that express a strong feeling.

Reflection:



Scott Foresman, Unit 1 Anthology


Personal Narrative 1 (33) Using an Editing Checklist—2

Minilesson Teaching Point: Revising and editing utilizing a checklist.

Standards:

ELA.1.WRT.1.3 With assistance from peers and adults begin to do simple revision.


Materials:

• Writing sample with errors for modeling use of checklist (use document camera or enlarged copy)

• Editing Pen – felt pen

• Enlarged copy of Editing Checklist (resource section of this unit)

• Enlarged copy of Revising and Editing Checklist (resource section of this unit)

• Student-size copies of Revising and Editing Checklist

Connection:

“Earlier we used this Editing Checklist. Remember, writers use checklists to make sure their writing is easy to read. Since we started using this list, you’ve have been doing a lot of good writing and learned about several new writing skills. Today I want to introduce a new checklist (Revising and Editing Checklist) that includes these new skills. We know it is important to reread our writing each time, for each item on our checklist.”

Teach (modeling):

“This Revising and Editing Checklist shows a list of things that are importantto have in your writing.” Share the chart: read each line item and give a brief explanation of why it is important.

“I’m going to read my writing, and carefully check for one thing at a time. I’m going to use an editing pen to make notes or changes. First, I’m going to read my work and check to see if it makes sense. (Read aloud.) Did you notice any missing words? How do we add a word?” (Students respond – “caret” and you make the correction on the sample.)

(Refer to checklist.) “Now I’m going to reread my writing to check for spaces between words and my handwriting. Who remembers what to do when I’m missing a space?” (Students respond: “backslash or slanted line”) “Yes, I make a slanted line between the words so the reader can tell that it should be two separate words.” (Make the correction on the sample.)

“Now, I’m ready to carefully reread my writing and pay close attention to words that I know are on the word wall. As I read them, I’m going to ask myself if the words look right. What should I do if I’m not sure if I spelled a word correctly?”


(Students respond – “check word wall or portable word wall.”) “When I reread my writing to check for punctuation (periods, questions, exclamation), I have to pay close attention to how I want the reader to say this, so it’s important that I read this aloud.” (Make corrections on sample.)

“The last thing I’m going to check for is capital letters. When do writers use capital letters? Since I’ve already checked for ending punctuation I know the next word is the beginning of a sentence, so that letter right after the ending punctuation needs to be a capital. I also want to pay attention to any name.” (Mark any corrections on sample.)

“Now, that I’ve checked my writing, I feel it is finished and ready to publish.”

ELD: Add visuals to editing checklist.


Writing partners select a recently finished piece of writing to practice using the checklist. Using a checklist, partners work together and edit one piece at a time.


“Writers, when you have a piece of writing you want to publish, remember to use a checklist to make sure you are done.” (Make checklists available for students to use as needed.)

Conferring:

Encourage students to use checklist independently.

As time goes by, make sure all students have experience with the checklist sometime during writing workshop.

Closure:

“Sometimes I’ve heard a writer say ‘I’m done’ after writing the last word. We know good writers, aren’t really ‘done’ until they’ve edited – checked their work. Thumbs up if you are ready to use a checklist for your piece. Thumbs up if you have started using the checklist. Thumbs up if you have finished using the checklist and now have a finished piece of writing.”

Reflection:



Personal Narrative 1 (16) Celebrating as Authors

Minilesson Teaching Point: Share readable writing with peers.

Standard(s):

ELA.WRT.1.5 Produce a grade level published piece with teacher support.

Materials:

• Students’ pieces for publishing celebration

• Guests: teachers, buddy class, principal, specialists

• Sharing protocols (e.g., giving compliments, listening closely)

• Optional: Juice and cups

Connection:

“Writers, today is a really important day. It is our second publishing celebration! All of you are very different writers now. When we started, many of you were writing stories that were hard to read. Now we are writing in ways that make it easier for other people to read and benefit from your stories. You are all authors like the ones we have been reading in class: Rosemary Wells, A Big Fish for Max and Alyssa Satin Capucilli, Get the Egg! And Biscuit books.”

Teach (modeling):

“When authors publish their writing, they celebrate it by sharing it with others. Today we are going to celebrate our writing with…”

Taking time to celebrate children’s work is very important. It helps give students purpose for their writing and it’s an opportunity for self-expression. Writing celebrations do not have to be grandiose.

Explain to students what they are going to be doing. You can actually practice the celebration the day prior during the “closure/sharing” part of writing workshop.

ELD: Use a chart (can be from a previous unit or newly created) to help children understand what is expected of them during the Authors’ Celebration.


There are many options for simple writing celebrations:

• Students can be divided into two groups. Half the group will be author’s first and half will be readers. Author’s sit with one or two buddies and who will read their story. Author’s show and tell the readers what they did to make your writing easier to read. Switch groups after 10-15 minutes. Authors become readers and readers become authors.

• Students are paired with their upper grade reading buddies.

AFTER SHARING the class could “toast” to their fabulous writing by drinking juice.



“Writers, remember today is a celebration. Congratulate on another and compliment each other’s stories. Well done! You should feel very proud of your stories and all you have learned these past weeks. Now we all know how important it is to write easy to read stories for everyone to enjoy!”

Conferring:

Help small groups/partners share their writing by modeling giving compliments, asking questions, and demonstrating listening closely.

Some groups/partnerships will finish early. You can have them reread their stories and/or partner read a book of their choice until the rest of the group is finished.

Closure:

Teacher gives a toast and allows for others to give a toast, if they wish.

Reflection:


Calkins, Lucy, Units of Primary Study.


Personal Narratives include: • Characters

• Setting

• Events

In a personal narrative, you are one of the characters.


Keep your ending in the small moment.

1. Tell the last event.

2. Tell how you felt.

3. Tell what you learned.


(Info for teacher to use with “Keep your ending in the small moment” chart on previous page)

Keep your ending in the small moment. 1. Tell the last event. 2. Tell how you felt. 3. Tell what you learned.

Examples: “We sure did get a soaking, Mamma,” I say, and we head home purely soothed, fresh as dew, turning toward the first sweet rays of the sun.

Come On, Rain! by Karen Hesse

From that time on, I never feared the voice of thunder again. Thunder Cake by Paricia Polacco

“I love my mommy!” said Bill. Owl Babies by Martin Waddell

But I couldn’t even lie down until I climbed up and put mine right into our big jar on the shelf near our chair.

Music, Music for Everyone by Vera B. Williams


When Writing A

Did you…

Use “I”

Tell what happened

Tell the story in order

I

First, Then, Next, Last


I used periods. . We walked slowly.

I used question marks. ? Are you happy? I used exclamation marks. !

I jumped up and down! I used quotation marks. “ ” “Yippee!” we yelled.


Capital Letters I used capital letters at the beginning of my sentences.

We skipped to the store.

I capitalized the pronoun “I.” My sister and I jumped up and down.

I capitalized people’s names. Lily and Zoë giggled and giggled.


I checked my spelling. I used the word wall to check my word wall words. I stretched out my words to check my spelling.


No

Yes

Nam

e:

Dat

e:

Edit

ing

Chec

klis

t

Item

My

writ

ing

piec

e ha

s . .

.

sp

aces

bet

ween

wor

ds.

ne

at h

andw

riti

ng.

lo

ts o

f le

tter

s in

long

word

s.

wo

rd w

all w

ords

spe

lled

co

rrec

tly.

s

ente

nces

wit

h pe

riod

s.

No

Yes

Nam

e:

Dat

e:

Edit

ing

Chec

klis

t

Item

My

writ

ing

piec

e ha

s . .

.

sp

aces

bet

ween

wor

ds.

ne

at h

andw

riti

ng.

lo

ts o

f le

tter

s in

long

word

s.

wo

rd w

all w

ords

spe

lled

co

rrec

tly.

s

ente

nces

wit

h pe

riod

s.


No

Yes

Nam

e:

Dat

e:

Nam

e:

Dat

e:

Item

I ha

ve r

erea

d m

y wr

itin

g to

be

sure

it m

akes

se

nse.

M

y ha

ndwr

itin

g is

nea

t an

d I

have

spa

ces.

Wor

d wa

ll wo

rds

are

spel

led

corr

ectl

y.

My

sent

ence

s ha

ve

endi

ng p

unct

uati

on (p

erio

d,

ques

tion

mar

k or

exc

lam

atio

n po

int.

Th

e fi

rst

lett

er o

f ev

ery

sent

ence

and

nam

e is

a

capi

tal l

ette

r.

No

Yes

Nam

e:

Dat

e:

Nam

e:

Dat

e:

Item

I ha

ve r

erea

d m

y wr

itin

g to

be

sure

it m

akes

se

nse.

M

y ha

ndwr

itin

g is

nea

t an

d I

have

spa

ces.

Wor

d wa

ll wo

rds

are

spel

led

corr

ectl

y.

My

sent

ence

s ha

ve

endi

ng p

unct

uati

on (p

erio

d,

ques

tion

mar

k or

exc

lam

atio

n po

int.

Th

e fi

rst

lett

er o

f ev

ery

sent

ence

and

nam

e is

a

capi

tal l

ette

r.

Revi

sing

and

Edi

ting

Ch

eckl

ist

Revi

sing

and

Edi

ting

Ch

eckl

ist


End of Unit Checklist: Personal Narrative 1

Marking Key: X = Independently / = With Support — = Not Yet Demonstrating

STUDENTS

Incl

ude

s be

gin

nin

g.

Incl

ude

s m

iddl

e.

Incl

ude

s en

d.

Incl

ude

s ch

arac

ters

.

Incl

ude

s se

ttin

g.

Incl

udes

eve

nts i

n lo

gica

l or

der.

Incl

ude

s pe

rson

al

reac

tion

.

Att

empt

s to

rev

ise.

Edits

for s

pelli

ng.

Edi

ts fo

r en

din

g pu

nct

uat

ion

.

Edi

ts fo

r ca

pita

liza

tion

.

For

ms

lett

ers

corr

ectl

y.

Spa

ces

betw

een

lett

ers,

w

ords

, sen

ten

ces.

Use

s lo

wer

case

lett

ers

appr

opri

atel

y.

1. 2. 3. 4. 5. 6. 7. 8. 9.

10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. 21. 22. 23. 24. 25. 26. 27. 28. 29. 30. 31. 32.

Personal Narrative 1: Writing “Small Moments” Student...

Documents

Transcript of Personal Narrative 1: Writing “Small Moments” Student...